高中語文必修二教案

人教版高二下Unit15Destinations教案。

人教版高二下Unit15Destinations教案
Period1Let’slistenandspeak!
Goals
◆Talkabouttravelandcities.
◆Practisemakingcomplaints.
◆Improvestudents’abilitiesoflisteningandspeaking.
Procedures
Leadingin:bydiscussion.
T:Morningclass!Inourlastunit,welearnedIHaveaDreambyMartinLutherKing,Jr.Doyouhaveadreamtotravelaroundtheworld?
S:Yes.
T:Nowthere’ssurprisingnewsforyou.Iwill“offer”youafreeairticketthatletsyoutravelaroundtheworld.Andyoucanmakefivestopsalongtheway.Wherewouldyougoandwhy?
(Organizethestudentstodiscussandaskoneortwostudentstogivehis/heranswers.)
Task1:Drawingaflightline
Firstaskstudentstohaveadiscussionanddrawtheirflightlines,markingthecitiestheyexpecttovisitandwritingdownthereasonswhytheychoosethecities.Thenhavethemexchangetheirmapsandsharetheiropinions.
Task2:Looking,listeningandspeaking.
1.Askthestudentstolookatthepicturesonpage33andanswersomesimplequestions:
Whatcanyouseeinpicture1?
What’sthemostfamousplaceofinterestinpicture2?
Doyouwanttostopinaplaceasshowninpicture5?Whyorwhynot?
2.Askthestudentstolistentopart1twiceandfillinthemissinginformationonpage34.
3.Askthestudentstolistentopart2twiceandusetheinformationonthetapetocompletetherolecardsonpage34.
4.Dividethestudentsintopairsorgroupsandaskthemtodiscusswhichplantheylikebestandthereason.Afterdiscussion,askoneortwostudentstoreporttheirdecisiontotheclass.
Task3:Speakingup.
Inourdailylife,whenwemeetwithsomepoorservices,whatshallwedo?Nowherearesomesituations.Askthestudentstoturntopage34andaskthemtoactoutthesituations.StudentsAisacustomer,StudentBisamanager.AskStudentAtogivehisorhercomplaintsaboutthepoorserviceandStudentsBshouldexplain,apologizeorargueasareply.
Usefulexpressionsusedtocomplainandexplain
I’msorrytosay…
Ihatetosaythis,but…
I’msosorry.
Whydidn’tyoutellmethetruth?
Couldyoudosomethingabout…!
Youreallyhavetodosomethingabout…!
Iwilllookintoitimmediately.
Whatseemstobetheproblem?
Whydon’tyoudosomethingaboutit?
I’lldoeverythingIcantohelpyou.
Iapologizetoyoufor…
What’sthematter/trouble?
Iadmitit’sourfault.
I’llgivebackthemoneytoyou.

Homework
Askthestudentstowriteashortlettertoeditorstodescribeoneofthebadservicesheorshehaseverbeenoffered.(About120words.)

Period2Let’sread!
(DESTINATIONS)
Goals
◆ProvidestudentswithopportunitiestoknowaboutthecitiesofRiodeJaneiroandKitzbubel.
◆Learnhowtocomparetwocitiesandexpresspreferences.
◆Improvestudents’abilitiesofreadingcomprehension.
◆Mastersomekeyphrasesandsentencepatterns.
Procedures
Leadingin:bybrainstorm.
Goodmorning,class!DoyouknowsomethingaboutBrazilandAustria?Nowpleaseanswermyquestions.
WhereareBrazilandAustrialocated?
WhatarethecapitalsofBrazilandAustria?
DoyouknowthecitiesofRiodeJaneiroandkitzbuhel?
CanyoutellmesomethingaboutehCarnival?
WhatsportwouldyouliketodoinKitzbuhel?
InordertoknowmoreaboutthecitiesofRiodeJaneiroandKitzbuhel,pleaseturntopage35.WeshalllearnDESTINATIONStoday.
Task1:Fastreadingforgeneralideas.
Pleasereadthetextquicklyandanswerthefollowingquestions:
1.WhatarethepeopleofRiodeJaneirofamousfor?
2.Whatdoesthewordcariocasmean?
3.What’sthebestknownbeachinRiodeJaneiro?
4.WhereisKitzbuhel?
5.WhydovisitorsliketogotoKitzbuhel?
Task2:Readingandcopying.
OK.Nowit’stimeforyoutoreadthetextagainandcopydownalltheusefulexpressions.

UsefulexpressionsfromDESTINATIONS
Gettheitchfor…,feeltheurgetodosth.,packthebag,stretchitselfalong…,give…aglimpseof…,standnextto…,remind…that…,beknownas…,celebrateone’sbirthday,gettiredof…,cooloff,leave…feelingdisappointed,allovertheworld,tryavisitto…,belocatedin…,tryaskiing,workoutatthegym
Task3:Discussingandfinishing.
1.Nowingroupsdiscussthefollowingquestions:
Asavisitor,whichcitydoyouprefertogoto,RiodeJaneiroorKitzbuhel?Why?
2.Fillintheblanksaccordingtothetextandyourdiscussion.
IprefertogotoRiodeJaneirobecause
①_____________________________________________________.
②_____________________________________________________.
③_____________________________________________________.
④_____________________________________________________.
IprefertogotoKitzbuhelbecause
①_____________________________________________________.
②_____________________________________________________.
③_____________________________________________________.
④_____________________________________________________.
Homework
Makesentenceswiththeusefulexpressionsyouhavefoundinthetext.

Period3Let’sstudy!
Goals
◆Improvethestudents’abilitiesofproofreading.
◆HelpthestudentsreviewNonfiniteVerbs.
Procedures
Leadingin:bylistening.
Hello,everybody!WelearnedDESTINATIONSyesterday.Nowlet’slistentoit.Whilelisteningtothetape,payattentiontoNonfiniteVerbsinthereading.
Task1:Fillingintheblanks.
Askthestudentstofillintheblankswiththewordsfromthetextonpage37.
Task2:Correcting.
Askthestudentstoreadtheshortparagraphonpage37first.Thendecidewhetherthereisamistakeineachline.Ifthereis,pleasefinditandcorrectit.
Task3:StudyingNonfiniteVerbs.
1.Nowit’stimeforustoreviewNonfiniteVerbs.Pleaseturnbacktopage35,lookatthetext,andfindoutwhereNonfiniteverbsareused.Itisexcellenttofindouttheirfunctionsifpossible.
2.HelpthestudentstoreviewthefunctionsofNonfiniteVerbs.(DetailsseeninPartVGrammar)
3.Askthestudentstochoosethebestanswer.
(1)___________fromthetop,the2008OlympicstadiuminBeijingbooksjustlikeabird’snestmadeoftreebranches.
A.ToseeB.SeeingC.SeenD.See
(2)Theperformanceusuallytakesplaceoutsidethehouse,withtheaudience_________onbenches,chairsorboxes.
A.havingseatedB.seatingC.seatedD.havingbeenseated
(3)Idon’tmind___________thedecisionaslongasitisnottoolate.
A.youtodelaymakingB.yourdelayingmaking
C.youdelayingtomakeD.youdelaytomake
(4)Aftertheguestsleft,shespentasmuchtimeasshecould________therooms.
A.tidyupB.toclearawayC.clearawayD.tidyingup
(5)Ourdaughterdoesn’tknow____________attheuniversity;shecan’tmakeuphermindaboutherfuture.
A.whattotakeupB.whattakingupC.takingupwhatD.whattakesup
(6)__________inanatmosphereofsimplelivingwaswhatherparentswishedfor.
A.ThegirlwaseducatedB.Thegirleducated
C.Thegirl’sbeingeducatedD.Thegirltobeeducated
(7)JenniferBraunschweigerneverdreamsof_______forhertobesentabroadforfurthereducationsoon.
A.therebeingachanceB.theretobeachance
C.therebeachanceD.beingachance
(8)Thedoctoradvisedher_________oilyfood.
A.noteatingB.nottoeatC.noteatD.tonoteat
(9)Asearlyas1647Ohiomadeadecisionthatfree,tax-supportedschoolsmustbesetupineverytown________50householdormore.
A.havingB.tohaveC.tohavehadD.havinghad
(10)Peopleenjoy_________withhimbecauseJackSchlatterhasagoodsenseofhumor.
A.toworkB.tohaveworkedC.workingD.havingworked
Key:(1)-(5)CCBDA;(6)-(10):CABAC
Homework
Askthestudentstofinishtheexercisesonpage38.

Period4Let’sreadandwrite!
(GETTINGTHERE-TRAVELTIPS
ANDPRACTICALADVICE)
Goals
◆Providethestudentswithopportunitiestolearnabouttraveltipsandpracticaladvice.
◆Letthestudentspractiseinwritingadescriptiveessay.
Procedures
Leadingin:bydiscussing.
Goodmorning,class!Iknowmostofyouliketraveling.Nowlet’sdiscussthefollowingquestions:
1.Whatshouldwedobeforewesetofftraveling?
2.Whatproblemsarelikelytoappearduringourjourney?Andhowshouldwedealwiththem?
Wonderful.Pleaseturntopage38andseewhatusefultraveltipsandadviceweneed.OurtaskistolearnGETTINGTHERE-TRAVELTIPSANDPRACTICALADVICEtoday.
Task1:Listeningandreadingaloud.
Nowlistentothetapeandreadaloudthepassageonpage38,payingattentiontothepronunciationandintonation.
Task2:Copyingdownusefulexpression.
Asisknown,languageismadeupofwordsandexpressions.So,whynotreadthearticleandwritedownallthoseusefultoyou?
Usefulexpressions
Goonatripto…,avoidproblems,findoutabout…,savemoney,readabout…,getideasfor…,makecopiesof…,change…with…,makealistof…,makeone’sownarrangements,keep…inasafeplace,makephotocopiesof…,buyforeigncurrency,exchangemoney,leavetimeforrest,travellight,use…for…
Task3:Discussing.
Asweknow,therearefourtopicsinthispassage.Nowyouaredividedingroupstodiscusseachtopiccarefully.Thendecidewhichtopicyouthinkisthemostusefulandgivethereasons.
Closingupbyreporting.
Nowthat’sallforthediscussion.I’dlikeoneofyoutotelluswhichtopicyouthinkisthemostusefultoyouandwhy.
Homework
Askthestudentstowriteashortparagraphabouthisorherfavoritedestination,includingtraveltips.

精選閱讀

Unit15Destinations教學(xué)設(shè)計(jì)

Unit15Destinations
Period1Let’slistenandspeak!
Goals
◆Talkabouttravelandcities.
◆Practisemakingcomplaints.
◆Improvestudents’abilitiesoflisteningandspeaking.
Procedures
Leadingin:bydiscussion.
T:Morningclass!Inourlastunit,welearnedIHaveaDreambyMartinLutherKing,Jr.Doyouhaveadreamtotravelaroundtheworld?
S:Yes.
T:Nowthere’ssurprisingnewsforyou.Iwill“offer”youafreeairticketthatletsyoutravelaroundtheworld.Andyoucanmakefivestopsalongtheway.Wherewouldyougoandwhy?
(Organizethestudentstodiscussandaskoneortwostudentstogivehis/heranswers.)
Task1:Drawingaflightline
Firstaskstudentstohaveadiscussionanddrawtheirflightlines,markingthecitiestheyexpecttovisitandwritingdownthereasonswhytheychoosethecities.Thenhavethemexchangetheirmapsandsharetheiropinions.
Task2:Looking,listeningandspeaking.
1.Askthestudentstolookatthepicturesonpage33andanswersomesimplequestions:
Whatcanyouseeinpicture1?
What’sthemostfamousplaceofinterestinpicture2?
Doyouwanttostopinaplaceasshowninpicture5?Whyorwhynot?
2.Askthestudentstolistentopart1twiceandfillinthemissinginformationonpage34.
3.Askthestudentstolistentopart2twiceandusetheinformationonthetapetocompletetherolecardsonpage34.
4.Dividethestudentsintopairsorgroupsandaskthemtodiscusswhichplantheylikebestandthereason.Afterdiscussion,askoneortwostudentstoreporttheirdecisiontotheclass.
Task3:Speakingup.
Inourdailylife,whenwemeetwithsomepoorservices,whatshallwedo?Nowherearesomesituations.Askthestudentstoturntopage34andaskthemtoactoutthesituations.StudentsAisacustomer,StudentBisamanager.AskStudentAtogivehisorhercomplaintsaboutthepoorserviceandStudentsBshouldexplain,apologizeorargueasareply.
Usefulexpressionsusedtocomplainandexplain
I’msorrytosay…
Ihatetosaythis,but…
I’msosorry.
Whydidn’tyoutellmethetruth?
Couldyoudosomethingabout…!
Youreallyhavetodosomethingabout…!
Iwilllookintoitimmediately.
Whatseemstobetheproblem?
Whydon’tyoudosomethingaboutit?
I’lldoeverythingIcantohelpyou.
Iapologizetoyoufor…
What’sthematter/trouble?
Iadmitit’sourfault.
I’llgivebackthemoneytoyou.

Homework
Askthestudentstowriteashortlettertoeditorstodescribeoneofthebadservicesheorshehaseverbeenoffered.(About120words.)

Period2Let’sread!
(DESTINATIONS)
Goals
◆ProvidestudentswithopportunitiestoknowaboutthecitiesofRiodeJaneiroandKitzbubel.
◆Learnhowtocomparetwocitiesandexpresspreferences.
◆Improvestudents’abilitiesofreadingcomprehension.
◆Mastersomekeyphrasesandsentencepatterns.
Procedures
Leadingin:bybrainstorm.
Goodmorning,class!DoyouknowsomethingaboutBrazilandAustria?Nowpleaseanswermyquestions.
WhereareBrazilandAustrialocated?
WhatarethecapitalsofBrazilandAustria?
DoyouknowthecitiesofRiodeJaneiroandkitzbuhel?
CanyoutellmesomethingaboutehCarnival?
WhatsportwouldyouliketodoinKitzbuhel?
InordertoknowmoreaboutthecitiesofRiodeJaneiroandKitzbuhel,pleaseturntopage35.WeshalllearnDESTINATIONStoday.
Task1:Fastreadingforgeneralideas.
Pleasereadthetextquicklyandanswerthefollowingquestions:
1.WhatarethepeopleofRiodeJaneirofamousfor?
2.Whatdoesthewordcariocasmean?
3.What’sthebestknownbeachinRiodeJaneiro?
4.WhereisKitzbuhel?
5.WhydovisitorsliketogotoKitzbuhel?
Task2:Readingandcopying.
OK.Nowit’stimeforyoutoreadthetextagainandcopydownalltheusefulexpressions.

UsefulexpressionsfromDESTINATIONS
Gettheitchfor…,feeltheurgetodosth.,packthebag,stretchitselfalong…,give…aglimpseof…,standnextto…,remind…that…,beknownas…,celebrateone’sbirthday,gettiredof…,cooloff,leave…feelingdisappointed,allovertheworld,tryavisitto…,belocatedin…,tryaskiing,workoutatthegym
Task3:Discussingandfinishing.
1.Nowingroupsdiscussthefollowingquestions:
Asavisitor,whichcitydoyouprefertogoto,RiodeJaneiroorKitzbuhel?Why?
2.Fillintheblanksaccordingtothetextandyourdiscussion.
IprefertogotoRiodeJaneirobecause
①_____________________________________________________.
②_____________________________________________________.
③_____________________________________________________.
④_____________________________________________________.
IprefertogotoKitzbuhelbecause
①_____________________________________________________.
②_____________________________________________________.
③_____________________________________________________.
④_____________________________________________________.
Homework
Makesentenceswiththeusefulexpressionsyouhavefoundinthetext.

Period3Let’sstudy!
Goals
◆Improvethestudents’abilitiesofproofreading.
◆HelpthestudentsreviewNonfiniteVerbs.
Procedures
Leadingin:bylistening.
Hello,everybody!WelearnedDESTINATIONSyesterday.Nowlet’slistentoit.Whilelisteningtothetape,payattentiontoNonfiniteVerbsinthereading.
Task1:Fillingintheblanks.
Askthestudentstofillintheblankswiththewordsfromthetextonpage37.
Task2:Correcting.
Askthestudentstoreadtheshortparagraphonpage37first.Thendecidewhetherthereisamistakeineachline.Ifthereis,pleasefinditandcorrectit.
Task3:StudyingNonfiniteVerbs.
1.Nowit’stimeforustoreviewNonfiniteVerbs.Pleaseturnbacktopage35,lookatthetext,andfindoutwhereNonfiniteverbsareused.Itisexcellenttofindouttheirfunctionsifpossible.
2.HelpthestudentstoreviewthefunctionsofNonfiniteVerbs.(DetailsseeninPartVGrammar)
3.Askthestudentstochoosethebestanswer.
(1)___________fromthetop,the2008OlympicstadiuminBeijingbooksjustlikeabird’snestmadeoftreebranches.
A.ToseeB.SeeingC.SeenD.See
(2)Theperformanceusuallytakesplaceoutsidethehouse,withtheaudience_________onbenches,chairsorboxes.
A.havingseatedB.seatingC.seatedD.havingbeenseated
(3)Idon’tmind___________thedecisionaslongasitisnottoolate.
A.youtodelaymakingB.yourdelayingmaking
C.youdelayingtomakeD.youdelaytomake
(4)Aftertheguestsleft,shespentasmuchtimeasshecould________therooms.
A.tidyupB.toclearawayC.clearawayD.tidyingup
(5)Ourdaughterdoesn’tknow____________attheuniversity;shecan’tmakeuphermindaboutherfuture.
A.whattotakeupB.whattakingupC.takingupwhatD.whattakesup
(6)__________inanatmosphereofsimplelivingwaswhatherparentswishedfor.
A.ThegirlwaseducatedB.Thegirleducated
C.Thegirl’sbeingeducatedD.Thegirltobeeducated
(7)JenniferBraunschweigerneverdreamsof_______forhertobesentabroadforfurthereducationsoon.
A.therebeingachanceB.theretobeachance
C.therebeachanceD.beingachance
(8)Thedoctoradvisedher_________oilyfood.
A.noteatingB.nottoeatC.noteatD.tonoteat
(9)Asearlyas1647Ohiomadeadecisionthatfree,tax-supportedschoolsmustbesetupineverytown________50householdormore.
A.havingB.tohaveC.tohavehadD.havinghad
(10)Peopleenjoy_________withhimbecauseJackSchlatterhasagoodsenseofhumor.
A.toworkB.tohaveworkedC.workingD.havingworked
Key:(1)-(5)CCBDA;(6)-(10):CABAC
Homework
Askthestudentstofinishtheexercisesonpage38.

Period4Let’sreadandwrite!
(GETTINGTHERE-TRAVELTIPS
ANDPRACTICALADVICE)
Goals
◆Providethestudentswithopportunitiestolearnabouttraveltipsandpracticaladvice.
◆Letthestudentspractiseinwritingadescriptiveessay.
Procedures
Leadingin:bydiscussing.
Goodmorning,class!Iknowmostofyouliketraveling.Nowlet’sdiscussthefollowingquestions:
1.Whatshouldwedobeforewesetofftraveling?
2.Whatproblemsarelikelytoappearduringourjourney?Andhowshouldwedealwiththem?
Wonderful.Pleaseturntopage38andseewhatusefultraveltipsandadviceweneed.OurtaskistolearnGETTINGTHERE-TRAVELTIPSANDPRACTICALADVICEtoday.
Task1:Listeningandreadingaloud.
Nowlistentothetapeandreadaloudthepassageonpage38,payingattentiontothepronunciationandintonation.
Task2:Copyingdownusefulexpression.
Asisknown,languageismadeupofwordsandexpressions.So,whynotreadthearticleandwritedownallthoseusefultoyou?
Usefulexpressions
Goonatripto…,avoidproblems,findoutabout…,savemoney,readabout…,getideasfor…,makecopiesof…,change…with…,makealistof…,makeone’sownarrangements,keep…inasafeplace,makephotocopiesof…,buyforeigncurrency,exchangemoney,leavetimeforrest,travellight,use…for…
Task3:Discussing.
Asweknow,therearefourtopicsinthispassage.Nowyouaredividedingroupstodiscusseachtopiccarefully.Thendecidewhichtopicyouthinkisthemostusefulandgivethereasons.
Closingupbyreporting.
Nowthat’sallforthediscussion.I’dlikeoneofyoutotelluswhichtopicyouthinkisthemostusefultoyouandwhy.
Homework
Askthestudentstowriteashortparagraphabouthisorherfavoritedestination,includingtraveltips.

人教版高二下Unit18Inventions教案

人教版高二下Unit18Inventions教案

Period1Let’slistenandspeak!
Goals
●Helpstudentsunderstandthecommonsenseaboutinventions.
●Dolisteningandmakesurestudentsunderstandit.
●Helpimprovethestudents’listeningandspeakingabilities.
Procedures
Leadinginbyguessing.
Today,wearegoingtolearnsomethingaboutinventionsthatwilldogoodtohumanbeingsorevensmoothawaydifficultiesbroughtbydisabilities.Herearesomeofthem.Pleaseguesswhattheyareorwhotheinventorsare.
1.amanwhomademorethan1,000inventionsinhislifeandinventedelectricbulbs
2.awomanwhodiscoveredawaytoalterandexpandtherangeofnaturalcottoncolorswithoutusingtintsordyes
3.acomputerthatfitscomfortablyonyournoseandweighslessthanapairofglasses
4.amanbornin1876whoinventedaneffectivegasmotorengineandbuiltthefirstpracticalfour-strokeinternalcombustionenginecalledthe“OttoCycleEngine”
5.ashoewhoseheelsmadeelectricitywitheverystepthewearertakes
Key:
1.ThomasAlvaEdison
2.SallyFox
3.Nose-topcomputer
4.NicolausOtto
5.Electricshoes
Tolearnmoreaboutinventionspleaseturntopage57orlookatthescreen.
Task1:Lookinganddiscussing.
Lookatpage57orthescreen.Therearefourpicturesandfourdescriptions.Readthedescriptionsindividuallyfirstandthenmatcheachpicturewiththecorrectdescription.
Picture1:Electricshoes
Picture2:Inflatablebicycle
Picture3:Ediblechopsticks
Picture4:Nose-topcomputer
Task2:Discussing.
Nowdiscussthefollowingquestionsinpairs:
1.Whichofthefour“invention”doyouthinkwouldbemoreuseful?Why?
2.Isthereanythingyouwouldliketoinvent?Ifso,whatandwhy?
Task3:Listeningandansweringquestions.
1.Nowwearegoingtolistentodialogue1onthetape,whichisaboutMr.Dean’snewinvention.Listencarefullyandtrytounderstandit.Thenyoushouldanswerthefollowingquestions:
1)WhataretheadvantagesofMr.Dean’snewinvention?
2)Howdoesitwork?
3)Whatcanitbeusedfor?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
2.Listentothetapeofdialogue2,whichisaboutMr.Scoles’inventionandthenanswerthefollowingquestions:
1)WhathasMr.Scolesinvented?
2)Whydidthemaninventit?
3)Doyouthinkitworks?Howdoesitwork?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
Task4:Speakingup.
Ingroupsoffouroneistoplaytheroleofaninventortoexplaintotheresthowhisinventionworks.Thepatentofficershouldlisten,askquestionsanddecidetogivewhichonethepatent.
Closingbywriting.
Toendtheperiod,let’strytowritealistofnewinventionswewouldliketomake.Let’sseewhoseideasarebothcreativeandpractical.

Period2Let’sread!
(WhatwillYouThinkofNext?…)
Goals:
●Improvethestudents’readingabilities.
●Learnaboutcreativityandthinkingstrategies.
Procedures
Learninginbydiscussing.
Lasttimeyouwereaskedtowritealistofyourpossibleinventions.Nowweshallseewhoseinventionsarebothcreativeandpractical.
T:What’syourinvention,Sa?
Sa:FlowerSpeakerAmplifiers.
T:Whatdoesitlooklike?
Sa:Itisthegadgetthatishiddeninavaseorapottedplant.
T:Howdoesitwork?
Sa:Itsendsmusicatjusttherightfrequencytovibrateupthestemsandthenbeconvertedintoaudiblesoundbytheentireplant.AdevicesuchasaCDplayerorradiocanbeconnectedtoit.Musicisalsogoodfortheplants,whichareinvigoratedbytheconstantmusicalsounds.
T:Quitecreative.NowaccordingtotheanswerfromSa,Ihavegotsomequestionsforallofyoutodiscussingroups.
Task1:Skimmingforthemainidea.
Weshalllearnmoreaboutcreativitytoday.Nowskimthereadingpassagetofindoutthemainideaofeachpart.
Task2:TrueorFalse.
1MostinventorshavehighIQs.
2Thethingsweknowcansometimesmakeitmoredifficultforustounderstand.
3It’simpossibletolearnhowtobecreative.
4Thebestwaytofindagoodsolutionistolookforonegoodanswer.
5Inventorstrytoavoidfailure.
6Themorewayswehaveoflookingataproblem,themorelikelyitisthatwecanfindasolution.
7Mostgoodideasaretheresultofalongprocessoftrialanderror.
Task3:Listeningandreadingaloud.
Next,wearegoingtolistenandreadaloud.Pauseatthecorrectplacesandfindoutthesentencesdifficulttoyouatthesametime.
UsefulExpressions
Useone’screativity,comeupwithanewidea,havemuchincommon,havedifferentbackgrounds,dowellinschool,gethightestscores,haveahighIQ,practicegoodthinkingstrategies,limitone’sthinking,thinkout,rephraseaproblem,allowforcreativesolutions,rejectwrongideas,getstuck,movetowardsabettersolution,breakawayfromoldthoughtpatterns,explorenewpossibilities,deepenone’sunderstanding,remainhidden,connectto,makeconnections.aprocessoftrialanderror,changetheworld
Task4:Questionsandanswers.
Firstworkinpairs,tryingtoanalyzethedifficultsentences,thenputyourquestionstome.Wewillfocusontheformsandstructuresofthepassages.
Task5:Fillintheblankswiththewordsinthetext.
Creativityisamatterof_____.Inordertobemorecreative,weshouldthinkabouthowwethinkand_______goodthinkingstrategies.
To“thinkoutsidethebox”isaconscious______tobreakawayfromoldthought______inorderto_______newpossibilities.Achangein________-----totakeanotherlookattheproblem----mayleadtogoodsolutionsandnewideas.
Greatthinkersare______of“makingconnections”andtryto______newandoldideasinasmany______waysaspossible.By_______andconnectingideasandobjectsinnewways,creativethinkersareabletothinkofnew_________andsolutions.
Goodideasareno_______.Theyaretheresultofalong_____oftrialand_____.Ifwewanttodevelopourcreativity,wecantryusingthesethinkingstrategiestofindnewwaysto_____ourlife.
Closingupbydiscussion
Toendthisperiod,let’shaveadiscussionofthefollowingquestions:
1.Howcanwebemorecreativeinthinking?
2.Howdopeoplecomeupwithnewideasfornewinventions?
3.Howcancreativethinkingbeusedtobetterourstudies?

Period3Let’sstudy!
(Grammar:ReviewtheAttributiveClause)
Goals
●LearntodefinewordsinEnglishwiththeattributiveclause.
●Learnmoreabouttheattributiveclause.
Procedures
Leadingin:Readinganddiscovering.
Readthepassagesandunderlinealltheattributiveclauses.
Task1:Reviewingtheattributiveclause.
學(xué)習(xí)定語從句的幾個(gè)問題
1、掌握以上關(guān)系代詞、關(guān)系副詞的含義及使用時(shí)，要特別注意以下幾點(diǎn)：
1)指物時(shí)宜用that的情況：
a.當(dāng)先行詞為all,much,little,few,none,something,anything,everything,nothing等不定代詞時(shí)。Allthatcanbedonehasbeendone.
b.當(dāng)先行詞既指人又指物時(shí)。
Hespokeofthemenandthething(that)hehadseenabroad.
c.當(dāng)先行詞被序數(shù)詞或形容詞的最高級(jí)修飾時(shí)。
ThisisoneofthebestfilmsthatIhaveeverseen.
d.當(dāng)先行詞被thevery,theonly,thelast,any,every等修飾時(shí)。
ThisisoneoftheverybookthatIamlookingfor.
e.當(dāng)先行詞是疑問詞who,what,which時(shí)。
Whothathassuchahomedoesn’tloveit?
f.關(guān)系代詞在從句中作表語。
Maryisnolongerthegirlthatsheusedtobe.
2)關(guān)系代詞as和which都能引導(dǎo)非限定性定語從句代表整個(gè)句子的內(nèi)容，as
引導(dǎo)的從句可位于句首或句末，which引導(dǎo)的定語從句則不能位于句首。
Whichyouknow,heisagoodman.(×)
Asyouknow,heisagoodman.(√)
3)關(guān)系副詞when,where,why其含義相當(dāng)于onwhich,inwhichforwhich等，可以互換：
Thedaywhen/onwhichImethimfirstwasMay1st.
Idon’tknowthereasonwhy/forwhichhedidn’tcome.
47)whose指物時(shí)，可以與ofwhich等結(jié)構(gòu)互換，但應(yīng)注意與冠詞的位置關(guān)系：
Thisisthebookthecoverofwhich/ofwhichthecover/whosecoverisblue.
5)有時(shí)可用代替關(guān)系副詞。在口語中常省略。
Thisisthereason(why/forwhich/that)hecamelate.
6)先行詞是專有名詞、整個(gè)句子或世界上獨(dú)一無二的物質(zhì)名詞時(shí)，一般用非限定性定語從句修飾。Thesun,whichgivesuslightandheat,isverybig.
7)在先行詞和定語從句之間有無逗號(hào)有時(shí)會(huì)引起名義的變化：
Hesaidnothingthatmadeherangry.他沒說使她生氣的話。
Hesaidnothing,whichmadeherangry.他一言不發(fā)，這使她很生氣。
2、定語從句與強(qiáng)調(diào)結(jié)構(gòu)
Itistheplacewheretheylivedbefore.
Itisintheplacethattheylivedbefore.
第一個(gè)句子為定語從句，where指代theplace，在定語從句中作狀語，第二個(gè)句子為強(qiáng)調(diào)結(jié)構(gòu)，強(qiáng)調(diào)intheplace,that沒有意義，把放回后面句子，句子意思完整。
Whereisitthathefoundthelostwatch?(強(qiáng)調(diào)句型，強(qiáng)調(diào)疑問副詞where.)
Whereisthewatchhefoundyesterday?(定語從句，that指代thewatch.)
3、定語從句中的先行詞
Isthisbooktheonethatyouboughtyesterday?
Isthisthebookthatyouboughtyesterday?
第一個(gè)句子中，thisbook是主句的主語，theone是先行詞。在第二個(gè)句子中this是主句的主語，thebook是先行詞。一定要避免出現(xiàn)：Isthisbookthatyouboughtyesterday?
4、定語從句與同位語從句
定語從句相當(dāng)于形容詞，它對(duì)先行詞起修飾、描述或限制作用，而同位語從句則相當(dāng)于名詞，對(duì)其前面的詞給予說明或作進(jìn)一步解釋，即說明該詞所表示的具體內(nèi)容。例如：
Thenewsthatweheardisnottrue.(定語從句)
Thenewsthathewontheprizeisnottrue.（同位語從句）
另:在“havenoidea＋從句”結(jié)構(gòu)中，其從句都作idea的同位語。例如：
Ihavenoideawhenshewillbeback.
Task2:Fillinginandrewriting.
Nowitistimeforyoutodothegrammarexercises1and2onpage61.
Closingupbyworkingoutawordpuzzle.
Torelaxed,turntopage62,andworkoutthewordpuzzleasquickaspossible.Thewinnerwillwinalittlegift.

Period4Let’sreadandwrite!
(ALLINTHEMIND:SCIENTIFICMETAPHORS)
Goals
●Improvethestudents’abilitiesofreadingcomprehension.
●Learnaboutthepositiveandnegativeof“scientificmetaphors”.
●Enablethestudentstowritebriefessays.
Procedures
Leadingin:bylifeexperiences.
Goodmorning,class!Livinginaninformationage,weareenjoyingvariousinventionsofmoderntechnology.Wemakeusesofcomputers,mobilephones,TVsets,andsoon.Nowtellmewhatusesyoumakeofallthosemoderndevices.
Task1:Readingforthemainideaofeachparagraph.
Tolearnmoreaboutmoderntechnologies,turntopage63andfirstreadforthemainideaofeachparagraph.
Task2:Discussingthelanguagepoints.
Anyproblemwiththearticle.Nowinpairstrytofindsomequestionsaboutallthepointsdifficulttoyou.Youmayaskmeforhelpifnecessary.
Task3:Listeningandreadingaloud.
Tounderstandbetterwhat’stalkedaboutinthearticle,listentothetaperecordandreadaloudthetextatthesametime.
Closingupbywritingabriefessay.
Allright,nowlistentomyquestions:
Whatwillcomputerslooklikeinthefuture?
Howwillweusecomputers?
Howwouldyoudescribeacomputertosomeonelivinginthe19thcentury?
Whatwouldyoucompareacomputerto?
WordsandExpressions
liveinaninformationage,do…withcomputer,sendmails,besimilarto…,keepinformationinone’smemory,developtechnologyatahighpace,metaphor,storage,paste,glue,bedifferentfrom…,inthebestway,afterall,nowthat,inthefuture,thinkabout…
Homework
Readingmaterial
以“魚”喻人
　Ⅰshark：(本義)鯊魚；(喻義)貪詐的人。如：aloanshark(高利貸主)，thebigsharks(壟斷資本家)。
Ⅱeel：(本義)鰻魚；(喻義)滑頭的人。如：
He’sfarfromstraightforwardtodealwith——aslipperyeel.
他這個(gè)人與人打交道很不直爽———滑頭精。
Ⅲfish：(本義)魚；(喻義)人。如：Thatolduncleofyoursisaqueerfish.你那位老伯伯，可真是個(gè)古怪的人。acoldfish冷冰冰的人apoorfish可憐蟲
“植物”喻人
Ⅰ.He　was　the　No.1　seed　in　the　table-tennis　championship.
他是這屆乒乓球錦標(biāo)賽頭號(hào)種子選手。(種子——種子選手)
Ⅱ.A　man　of　learning　is　supposed　to　be　some　pumpkins.
學(xué)問高深的人常被認(rèn)為是重要人物。(南瓜——很重要的人物，通常用復(fù)數(shù)形式并與some連用)
Ⅲ.He　is　a　real　daisy.他是個(gè)頂呱呱的人物。(雛菊——第一流的人物)
Ⅳ.The　country　lost　the　flower　of　its　youth　in　the　war.
那個(gè)國家在戰(zhàn)爭中失去了許多優(yōu)秀青年。(花——精華)
Ⅴ.I’llleave　you　two　young　people　alone；I’m　sure　you　don’t　want　me　to　play　gooseberry.
你們兩個(gè)年輕人單獨(dú)在一起吧，我敢肯定你們不希望我夾在你們中間。(醋栗———[作]陪婦，這短語源自青年男女相聚時(shí)須有老婦陪伴的古老習(xí)俗譯成“當(dāng)電燈泡”也是很形象的表達(dá)。)

人教版高二下Unit17Disabilities教案

俗話說，凡事預(yù)則立，不預(yù)則廢。作為高中教師準(zhǔn)備好教案是必不可少的一步。教案可以保證學(xué)生們?cè)谏险n時(shí)能夠更好的聽課，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。所以你在寫高中教案時(shí)要注意些什么呢？下面是由小編為大家整理的“人教版高二下Unit17Disabilities教案”，希望能對(duì)您有所幫助，請(qǐng)收藏。

人教版高二下Unit17Disabilities教案

Period1Let’slistenandspeak!
Goals
◆Talkingaboutdisability.
◆Practicetalkingaboutabilityandinability.
◆Improvestudents’listeningandspeakingability.
Procedures
Leadingin:bydiscussingthepictures.
Hello,everyone.Lookatthethreepicturesfirstanddiscussthefollowingquestions:
1.Whatishisorhername?
2.Whyisheorshefamous?
3.Whatworksdidheorshewrite?
4.Whatcanwelearnfromthem?
Task1:Lookinganddiscussing.
Lookatthefirstfourpicturesanddiscusswhattheytellus:
1.Trytolistthedifficultiesanddangersyoumightfaceifyouwereinawheelchairorblind.
2.Trytooffersomesolutionstomakethestreetssaferandbetterforthedisabled.
Task2:Listeningandticking.
Talkaboutthepictureinthisparttowarmupfirst:
1.Listentothetapeandanswerthethreequestions.
HowdidJohn’sparentshelphiminthemorning?
WhatwaswrongwithJohn’shouse?
HowdidJohn’sfamilychangethehouse?
2.Listenagain,ticktheobstaclesJohnmentionsandexplainwhytheymakehislifedifficult.
3.WorkinpairsandthinkofmorecreativeideastosolvetheproblemJohndescribes.
WhatareJohn’sobstacles?Whydotheymakehislifedifficult?Howcanyousolvethisproblem?
itemsYes?No?
sidewalks
cars
elevators
Bikes
Escalators
Stairs
Fastfoodrestaurants
parks
Task3:Speakingandtalking.
SituationsDifficultiesSolutions
Blind;visitafriendontheothersideofthetown;changebusonce
Deaf;footballplayers;jointheschool’sfootballteam;learnEnglish
Inawheelchair;goshopping;eatatarestaurant;gotoacinema;severalfloors

Closingupbyhavingadiscussion.
Hi,everyone.Wecanseeitisnoteasyforthedisabledpeopletoleadanormallife.Supposewakinguptomorrowmorning,yousuddenlyfindyouwereunabletosee,speak,hearorwalk.Thenhowwouldyoufeelandwhatwouldyoudo?
Homework
Writeashortpassageaboutadisabledpersoninyourfamily,yourschooloryourneighborhood.

Period2Let’sread!
(DISABLED?NOTME)!
Goals
◆Getstudentstocaremoreaboutdisabledpeople.
◆Bettertheirreadingskillsthroughvariousreadingactivities.
◆Enablethestudentstomastermorewordsandexpressions.
Procedures
Leadinginbytalkingaboutpictures.
Attention,everyone.Pleaselookatthescreensandseeseveralpictures.(aboutdisabledplayersatthe2004AthensParalympicGames).Thendiscusstheminpairsandtellmewhatyouthinkofthem.
Task1:Fastreadingforgeneralideas.
1.Skimthetestandfindoutthetopicsentenceofeachparagraph.
Topicsentenceofeachparagraph
Para.1Iknowpeoplearetryingtohelp,butIwishtheywouldn’ttreatmeasifIwereachild.
Para.2Todaytherearemoreopportunitiesfordisabledpeopletodeveloptheirpotential,livearicherlifeandmakeacontributiontothesociety.
Para.3Disabledpeopleneedrecognition,morethansympathyandhelp.
Para.4Likeallofus,disabledpeoplealsoneedinspirationandencouragement.
Para.5AboutonethirdofthearticlesinLiteratureofChineseBlindChildrenarewrittenbydisabledauthorsandblindchildren.
Para.6Livingwithdisabilityisfrustratingandchallenging.
2.Scanthetextanddecidewhetherthefollowingsentencesaretrueorfalse.
(1)ZhongXiaowendoesn’twishtobetreatedasalittlechild.
(2)Xiaowen’sstoryservesasanexampletoshowthatphysicaldisabilitiescanlimitaperson’slife.
(3)AllthestudentsintheBeijingUnionUniversityaredisabled.
(4)Thedisabledpeopleneedbothrecognitionandinspirationandencouragement.
(5)LiteratureofChineseBlindChildrenisagreathelpinencouragingblindchildrentoovercomedifficultiesandchallenges.
(6)YeZijie’sstoryismentionedtoshowhowdisabledpeoplewritearticlesfornewspapersandmagazines.
(7)In2000YeZijiewasinvitedtoLondonandbecamethefirstChinesetostudyabroad.
(8)Itmightbefrustratingandchallengingtolivewithdisability.
Task2:Readingandcopying,
Nowit’stimetoreadthetextagainandcopydownalltheusefulexpressions.

Usefulexpressions
treat…as…,winanawardfor…,movearound,havenofeelingbelow…,useawheelchair,getaround,getdressed,createprogram,receiveanaward,atasciencefair,receiveeducation,limitaperson’slife,makeacontributionto…,amatterof…,offerguidance,launchaspecialeducationcollege,havenoabilities,studentswithoutabilities,studytogetherwith…,reachone’sgoals,playavaluablerolewithinsociety,needrecognition/inspiration/encouragement,realizeone’sdream,overcomechallengesanddifficulties,liveameaningfulandproductivelife,avisuallyimpairedperson,feelcomfortablewith…,adjustto…,getusedto…
Task3:Discussingandcommenting.
1.DiscussthedifficultieshowXiaowenandotherdisabledstudentsovercomethemintheireverydaylife.
2.Accordingtothetext,thewaysocietyviewsdisabledpeoplehaschanged.Howhasitchangedandwhy?
3.Imagineyouareadisabledstudent,whatkindofhelpwouldyouneedandhowwouldyouwantotherstotreatyou?

Period3Let’sstudy!
(GrammarRewiew:DirectandIndirectObjects)
Goals
◆Learntomakeaschoiceofwordsaccordingtothecontext.
◆Learntousedirectandindirectobjectscorrectly.
Procedures
Leakingin(1)bylistening.
Helloeveryone!WelearnedDisabled?NotMe!inourlastperiod.Nowlet’slistentoit.Pleasepayattentiontothepronunciationandintonationwhilelistening.
Leadingin(2)byrevision.
Goodmorning,class.YesterdaywelearnedthetextDisabled?NotMe!Herearesomeexercisesforwarming-up.
Completethefollowingsentences
1.Iwish_________________(我昨天見到了她).
2.Theteachertreatsherstudents_____________________(好像是她自己的孩子似的).
3.Hearingthealarm,__________________(她穿好衣服)andhurriedtotheschool.
4.Eventhedisabledpeoplehavetheright_________________(受教育).
5.Asacaringgirl,sheoften____________________(幫助她母親干家務(wù)).
6.Disabledassheis,she___________________(過著有意義的生活).
7.Itisnoteasy__________________________(適應(yīng)新的生活方式).
8.Haveyou_______________________(習(xí)慣于)livingwithdisabilitynow?
Task1:Definingwords.
1.Turntopage53.Checkthemeaningsofthewordsintheboxandfillintheblanks.
2.Readthestoryandfillintheblanksusingthecorrectformofthewordsgiveninthebox.
Task2:Studyingdirectandindirectobjects.
1.Getthestudentstotelldirectobjectfromindirectobjectbystudyingtheexamples.
2.Dividethewordswhicharealwaysconnectedwith“to”or“for”intotwokinds.

KindsofverbsExamplesSentences
Put“to”beforetheI.O.
間接賓語前加toSell,take,give,send,tell,lend,showShehastaughtsewingtoJenny.
Put“for”beforetheI.O.
間接賓語前加forBake,find,save,build,get,buy,makeTheyhaveboughtadictionaryfor
Jenny.
3.Askthestudentstochangethesentencesonpage54accordingtotheexamples.
4.Providestudentswithmoreexamplestopracticedirectandindirectobjects.
PleasetranslatethesentencesintoEnglish
1.昨天我給格林先生寫了一封信。
2.老師問了我們?cè)S多問題。
3.剛才瑪莉?yàn)槲覀兂艘皇子⑽母琛?br> 4.請(qǐng)遞給我一杯茶。
5.媽媽為我做了一個(gè)生日蛋糕。
Task3:Closingupbycheckingtheexercises.
Forwarming-up,wearegoingtochecktheexercisesintheworkbookwiththeanswersonthescreen.

Period4Let’sreadandwrite!
(THESPECIALOLYMPICS)
Goals
◆Providethestudentswithchancestodeveloptheirextensivereadingskills.
◆Getthestudentstounderstandandrespectmoreaboutthedisabled.
◆Enablethestudentstolearnsomeusefulwordsandexpressions.
Procedures
Leadingin:bywatchingslides.
Hello,everyone.PleaselookatseveralwonderfulpicturesandtrytoasksomequestionsabouttheSpecialOlympics.Thenmakesureifyoucanfindalltheanswerstoyourquestionsinourtext.
Trytoanswerthefollowingquestions:
1.WhenandwherewillthenextSpecialOlympicWorldSummerGamesbeheld?
2.HowoftenaretheSpecialOlympicWorldSummerGamesheld?
3.Howmanyathleteswilltakepartinthenextgames?
4.HowmuchwillittaketoholdtheShanghaiSpecialOlympicsWorldSummerGames?
5.WhofoundedtheSpecialOlympicWorldSummerGamesandwhen?
Task1:Fastreading.
Readthewholetextfastandanswerthefollowingquestions:
1.Forthedisabledathletes,whichismoreimportant,beingthefirstoneacrossthefinishlineorbeingthebestoneheorshecanbe?
2.Whatmightbethemostdifficultchallengeahumanbeingcaneverface?
3.Didthementallydisabledpeopleusetoberespectedbythesociety?Andwhyorwhynot?
4.WhenandwherewerethefirstSpecialOlympicsWorldSummerGamesheld?
Task2:Copyinganddiscussing.
1.Copydownalltheimportantexpressionsfromthetext.
Usefulexpressions
Mentallydisabledpeople,besurroundedbygrandceremony,astrongsenseofunityandfriendship,trainforyears,overcomefearandhardships,scorethemostgoals,faceachallenge,treat…withdignityandrespect,consider…shameful,receivetreatmentandencouragement,improvethequalityoflife,preparefor…,participatein…,developone’sabilitytodosth.,improveone’shealth,gainself-confidence,makefriends,holdagame,competefor…,hostanevent,welcome…toChina
2.Dividetheclassintoseveralgroupstodiscussthefollowings:
(1)WhydomanySpecialOlympicsathletesthink“takingpartintheGamesisavictory”?
(2)HowdoeventsliketheSpecialOlympicshelpmentallydisabledpeople?
(3)WhydopeoplethinktheSpecialOlympicsarebecomingmoreandmorepopular?
Task3:Writinganargumentativeessay.
1.Getthestudentstomakeachecklistforthesurvey.
2.Analyzetheinformationtheycollectcarefully.
3.Describethecurrentsituationconcerningthesubject.
4.Suggestsomepossiblewaystoimprovethesituation.

囚綠記教案 (人教版高二下冊(cè))

囚綠記教案

課題計(jì)劃

一、課題《囚綠記》

二、教學(xué)目標(biāo)

1、熟讀課文，賞析精彩文句，提升欣賞能力，學(xué)習(xí)描寫景物的方法，了解托物言志的寫法。

2、指導(dǎo)學(xué)生學(xué)習(xí)把握文章的重要信息，學(xué)會(huì)運(yùn)用圈點(diǎn)批注的讀文方法,引導(dǎo)學(xué)生從品讀文章語言當(dāng)中得到審美的享受，體驗(yàn)學(xué)習(xí)的樂趣。

3、組織學(xué)生討論對(duì)“綠”的認(rèn)識(shí)、感受和理解，結(jié)合作者的身世，以及當(dāng)時(shí)社會(huì)狀況，感受文本對(duì)中華民族不屈服于任何黑暗勢力的民族精神的贊揚(yáng)。

三、教學(xué)設(shè)想

（一）重點(diǎn)

體會(huì)綠的象征意義，感受作品所傳達(dá)的積極向上的人生態(tài)度，以及對(duì)中華民族不屈服于任何黑暗勢力的民族精神的贊揚(yáng)。

（二）難點(diǎn)

賞析精彩文句，提升欣賞能力，學(xué)習(xí)描寫景物的方法，了解托物言志的寫法。

（三）教學(xué)方法

采用講授法、問答法、討論法、情景教學(xué)法相結(jié)合的教學(xué)方法。

（四）教具配備

多媒體展示ppt與板書相結(jié)合

（五）課時(shí)安排

一課時(shí)

課前學(xué)生活動(dòng)：初讀課文，了解文章內(nèi)容，讀準(zhǔn)字音。

課時(shí)計(jì)劃

一、教學(xué)目標(biāo)

1、熟讀課文，賞析精彩文句，提升欣賞能力，學(xué)習(xí)描寫景物的方法，了解托物言志的寫法。

2、指導(dǎo)學(xué)生學(xué)習(xí)把握文章的重要信息，學(xué)會(huì)運(yùn)用圈點(diǎn)批注的讀文方法,引導(dǎo)學(xué)生從品讀文章語言當(dāng)中得到審美的享受，體驗(yàn)學(xué)習(xí)的樂趣。

3、組織學(xué)生討論對(duì)“綠”的認(rèn)識(shí)、感受和理解，結(jié)合作者的身世，以及當(dāng)時(shí)社會(huì)狀況，感受文本對(duì)中華民族不屈服于任何黑暗勢力的民族精神的贊揚(yáng)。

二、教學(xué)過程

（一）導(dǎo)入

巴金老人在回憶一位作家時(shí)說：“他有優(yōu)美的性格和黃金般的心,同他談話，仿佛聽完一曲貝多芬的交響樂,因?yàn)槲沂呛鸵粋€(gè)崇高的靈魂接觸了。”他就是《囚綠記》的作者陸蠡。作家李健吾評(píng)價(jià)他的散文時(shí)說：“生命真純，節(jié)奏美好。陸蠡的成就得力于他的璞石一般的心靈?！苯裉?我們一起走進(jìn)他的這篇代表作,去觸摸他那高尚的靈魂。

（二）初步感知課文，梳理文章結(jié)構(gòu)。

請(qǐng)同學(xué)們初讀課文，讀準(zhǔn)字音并參照課后第一題即：作者為什么喜歡綠？“囚綠”之后為什么又放綠？放綠之后為什么還懷綠？探討一下這篇文章的深刻內(nèi)涵。并將課文劃分層次。

1、校準(zhǔn)字音字義

在大屏幕上展示本課的生字生詞，請(qǐng)同學(xué)試讀，如有錯(cuò)音老師在糾正。

陸蠡(lǐ)

涸(hé)轍（zhe）

婆娑(pósuō)

猗(yī)

蕈（xun）菌

瞥(piē)見

⑴了截：直截。

⑵涸轍：干涸的車轍。

⑶急不暇擇：因著急而沒時(shí)間選擇。

⑷婆娑：①盤旋舞動(dòng)的樣子、②枝葉扶疏的樣子③眼淚下滴的樣子。

⑸猗郁：茂盛的樣子。

（6）揠苗助長：比喻違反事物的發(fā)展規(guī)律，急于求成，反而壞事。

2、尋綠（1～4）喜悅滿足

賞綠（5～7）快活留戀歡喜

囚綠（8～12）喜悅可憐惱怒

放綠（13）尊敬祝福

思綠（14）懷念期盼

（三）分析課文

文中有這樣一句話?！拔覐钠扑榈拇翱谏斐鍪秩?，把兩枝漿液豐富的柔條牽進(jìn)我的屋子里來，教它伸長到我的書案上，讓綠色和我更接近，更親密。我拿綠色來裝飾我這簡陋的房間，裝飾我過于抑郁的心情。”請(qǐng)同學(xué)們分析這句話用了什么樣的修辭手法，文中還有很多這樣的句子，找出你喜歡的句子，做上標(biāo)記，然后我們一起分享，現(xiàn)在請(qǐng)同學(xué)們自由朗讀課文。

找同學(xué)來講述自己喜歡的句子，并說出喜歡的原因。教師做出品評(píng)。在指出以下三個(gè)句子，老師與同學(xué)一同賞析。

1、我懷念著綠色把我的心等焦了。（此時(shí)聽音頻）

“焦”清晰地寫出了作者對(duì)綠色的向往。隱含著對(duì)祖國擺脫日寇鐵蹄重獲光明的急切內(nèi)心。

2、我要借綠色來比喻蔥蘢的愛和幸福，我要借綠色來比喻猗郁的年華。

借比喻表達(dá)了對(duì)綠色的喜愛，喻體愛、幸福、猗郁的歲月，展現(xiàn)了作者積極的人生態(tài)度。

3、臨行時(shí)我珍重的開釋了這永不屈服于黑暗的囚人。

使用了擬人的修辭手法，將“綠”比喻成“囚人”。我釋放了被囚禁的常青藤，期望淪陷的祖國早日擺脫日寇黑暗統(tǒng)治重獲光明的內(nèi)心表露。

提問：為什么要將“綠色”比作囚人?題目為什么叫《囚綠記》？

答案：（1）拘禁常青藤、不屈服于侵略和壓迫的反抗精神

（2）作者選定“囚綠”為文章命名，與文章想要表現(xiàn)的主題有關(guān)?！扒艟G”寫枝條最艱難的狀況，這暗示著艱難的國運(yùn)家運(yùn)；“囚綠”表明作者復(fù)雜的心情，這是在盧溝橋事變后，日本帝國主義大舉侵略我國領(lǐng)土的時(shí)代背景下作者內(nèi)心極度痛苦和精神上頑強(qiáng)抗?fàn)幍姆从场?/p>

聯(lián)系作者以及寫作背景。

陸蠡（1908-1942），原名圣泉，浙江天臺(tái)人，現(xiàn)代散文作家、革命家、翻譯家，有散文詩集《海星》、散文集《竹刀》《囚綠記》。1942年4月，日本憲兵查抄文化生活出版社，搜去一些關(guān)于抗日的書籍。他當(dāng)時(shí)未在場，知道消息后前去交涉，被憲兵扣留。1942年僅34歲的陸蠡死于日寇酷刑之下，在1983年4月，國家民政部批準(zhǔn)他為革命烈士。

《囚綠記》寫于抗戰(zhàn)前期“祖國蒙受極大恥辱的時(shí)候”，作者陸蠡當(dāng)時(shí)正在淪為孤島的上海，他懷念寫1939年（作本文的一年前）在北平時(shí)所住公寓窗外的一樹常春藤。作者喜歡綠色，留戀綠色，便將常春藤從窗外牽進(jìn)房間囚系住它，引為綠友，但它又發(fā)現(xiàn)常春藤有一種決不改變的品性，固執(zhí)的朝著窗外的方向，“永遠(yuǎn)向著陽光生長”，“永遠(yuǎn)不屈服于黑暗”。這就進(jìn)一步寫出了他對(duì)綠色的愛之深和為什么愛。盧溝橋事變發(fā)生后，這就使讀者聯(lián)想到祖國山河的淪落，體味到被囚系的而枯萎，卻固執(zhí)的朝著窗外陽光的常春藤，便是我們堅(jiān)忍不拔的民族象征，包含著作者對(duì)民族的光明前景的信仰，也體會(huì)到作者含而不露地抒發(fā)了對(duì)破壞和毀滅生命的侵略者的抑郁憤懣之情。同時(shí)，這常春藤也象征作者本人向往光明、不屈不撓的斗爭精神和高尚品格。他在常春藤上寄寓了一個(gè)正直愛國者的情感和愿望。

（四）綜合階段

請(qǐng)同學(xué)們默讀課文思考一下幾個(gè)問題。

提出問題，學(xué)生討論作答,教師進(jìn)行明確

1、作者為什么喜歡綠？

綠代表著生命、希望、幸福、理想，代表著生命的活力。

2、作者為什么要“囚”綠？

為了裝飾簡陋的房間，撫平抑郁的心情，點(diǎn)燃心靈的希望。

3、“綠”被囚前后外形發(fā)生了怎樣的變化？“綠”有什么性格特點(diǎn)？又象征著什么？

被囚前：柔軟的卷須，茂密的嫩葉，纖細(xì)的脈絡(luò)、嫩芽。

被囚后：“它漸漸失去了青蒼的顏色，變成柔綠，變成嫩黃，枝條變成細(xì)瘦，變成嬌弱好像病了的孩子?！薄八募舛丝偝巴獾姆较颉Ｉ踔劣谝幻都?xì)葉，一莖卷須，都超原來的方向。”“永遠(yuǎn)向著陽光生長”“永不屈服于黑暗”

（1）蓬勃生長、生命力旺盛——生命、希望

（2）固執(zhí)——堅(jiān)強(qiáng)不屈

（3）向陽——光明自由

實(shí)寫“物”，虛寫“志”，托物言志。（很有特色）

4、理解文章的深刻涵義

贊美“永不屈服于黑暗”的精神，歌頌忠貞不渝的民族氣節(jié)，期望淪陷的祖國早日擺脫日寇黑暗統(tǒng)治重獲光明的內(nèi)心表露。

（五）課堂練習(xí)

仿照本文的寫作手法，描寫一種你喜歡的顏色或事物。

許久過后依舊不能忘卻曇花開放的剎那，皎潔如玉的月光下，它就那樣輕盈地展開自己的雙臂，擁抱這看似美好的世界，如同超凡脫俗的精靈，不含一絲一毫的雜念，讓人窒息的美。

（六）課堂小結(jié)

《囚綠記》在主題上的貢獻(xiàn)，不是《荷塘月色》是對(duì)人生的探求，在苦苦尋找生命的出口；不是《故都的秋》是對(duì)人情的開掘，在努力開掘人情的高雅趣味；《囚綠記》是對(duì)人生的頓悟，在形象地揭示個(gè)人境遇與民族的命運(yùn)，人性中愛欲的誤區(qū)，人與自然的關(guān)系和發(fā)現(xiàn)美的歷程。當(dāng)然，我相信同學(xué)們還會(huì)有很多新的想法，這也許正是優(yōu)秀作品恒久的藝術(shù)生命力吧。最后讓我把這段話送給大家——“假如有一天我們的生命之綠被囚禁時(shí)，我們不能失去生機(jī)，更不能枯萎和凋落！我們要永遠(yuǎn)向著陽光生長,勇敢地去追逐生命的美麗和輝煌！”

（八）課后作業(yè)

這篇課文用擬人的手法來寫景狀物，賦予景物“性格”“氣質(zhì)”，取得了特殊的藝術(shù)效果。試著借鑒本文的寫法，調(diào)動(dòng)你的情感和想象，描述一種景物，力求寫出景物的特征。

三、板書設(shè)計(jì)

寫作思路情感變化

賞綠（1--7）抒喜愛留念

囚綠（8--11）情無比的喜悅、愛憐

放綠（12--13）線尊敬祝福

思綠（14）索懷念期盼