人教版高二下Unit15Destinations教案

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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.

扩展阅读

Unit15Destinations教学设计

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.)

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.
学习定语从句的几个问题
1、掌握以上关系代词、关系副词的含义及使用时，要特别注意以下几点：
1)指物时宜用that的情况：
a.当先行词为all,much,little,few,none,something,anything,everything,nothing等不定代词时。Allthatcanbedonehasbeendone.
b.当先行词既指人又指物时。
Hespokeofthemenandthething(that)hehadseenabroad.
c.当先行词被序数词或形容词的最高级修饰时。
ThisisoneofthebestfilmsthatIhaveeverseen.
d.当先行词被thevery,theonly,thelast,any,every等修饰时。
ThisisoneoftheverybookthatIamlookingfor.
e.当先行词是疑问词who,what,which时。
Whothathassuchahomedoesn’tloveit?
f.关系代词在从句中作表语。
Maryisnolongerthegirlthatsheusedtobe.
2)关系代词as和which都能引导非限定性定语从句代表整个句子的内容，as
引导的从句可位于句首或句末，which引导的定语从句则不能位于句首。
Whichyouknow,heisagoodman.(×)
Asyouknow,heisagoodman.(√)
3)关系副词when,where,why其含义相当于onwhich,inwhichforwhich等，可以互换：
Thedaywhen/onwhichImethimfirstwasMay1st.
Idon’tknowthereasonwhy/forwhichhedidn’tcome.
47)whose指物时，可以与ofwhich等结构互换，但应注意与冠词的位置关系：
Thisisthebookthecoverofwhich/ofwhichthecover/whosecoverisblue.
5)有时可用代替关系副词。在口语中常省略。
Thisisthereason(why/forwhich/that)hecamelate.
6)先行词是专有名词、整个句子或世界上独一无二的物质名词时，一般用非限定性定语从句修饰。Thesun,whichgivesuslightandheat,isverybig.
7)在先行词和定语从句之间有无逗号有时会引起名义的变化：
Hesaidnothingthatmadeherangry.他没说使她生气的话。
Hesaidnothing,whichmadeherangry.他一言不发，这使她很生气。
2、定语从句与强调结构
Itistheplacewheretheylivedbefore.
Itisintheplacethattheylivedbefore.
第一个句子为定语从句，where指代theplace，在定语从句中作状语，第二个句子为强调结构，强调intheplace,that没有意义，把放回后面句子，句子意思完整。
Whereisitthathefoundthelostwatch?(强调句型，强调疑问副词where.)
Whereisthewatchhefoundyesterday?(定语从句，that指代thewatch.)
3、定语从句中的先行词
Isthisbooktheonethatyouboughtyesterday?
Isthisthebookthatyouboughtyesterday?
第一个句子中，thisbook是主句的主语，theone是先行词。在第二个句子中this是主句的主语，thebook是先行词。一定要避免出现：Isthisbookthatyouboughtyesterday?
4、定语从句与同位语从句
定语从句相当于形容词，它对先行词起修饰、描述或限制作用，而同位语从句则相当于名词，对其前面的词给予说明或作进一步解释，即说明该词所表示的具体内容。例如：
Thenewsthatweheardisnottrue.(定语从句)
Thenewsthathewontheprizeisnottrue.（同位语从句）
另:在“havenoidea＋从句”结构中，其从句都作idea的同位语。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“鱼”喻人
　Ⅰshark：(本义)鲨鱼；(喻义)贪诈的人。如：aloanshark(高利贷主)，thebigsharks(垄断资本家)。
Ⅱeel：(本义)鳗鱼；(喻义)滑头的人。如：
He’sfarfromstraightforwardtodealwith——aslipperyeel.
他这个人与人打交道很不直爽———滑头精。
Ⅲfish：(本义)鱼；(喻义)人。如：Thatolduncleofyoursisaqueerfish.你那位老伯伯，可真是个古怪的人。acoldfish冷冰冰的人apoorfish可怜虫
“植物”喻人
Ⅰ.He　was　the　No.1　seed　in　the　table-tennis　championship.
他是这届乒乓球锦标赛头号种子选手。(种子——种子选手)
Ⅱ.A　man　of　learning　is　supposed　to　be　some　pumpkins.
学问高深的人常被认为是重要人物。(南瓜——很重要的人物，通常用复数形式并与some连用)
Ⅲ.He　is　a　real　daisy.他是个顶呱呱的人物。(雏菊——第一流的人物)
Ⅳ.The　country　lost　the　flower　of　its　youth　in　the　war.
那个国家在战争中失去了许多优秀青年。(花——精华)
Ⅴ.I’llleave　you　two　young　people　alone；I’m　sure　you　don’t　want　me　to　play　gooseberry.
你们两个年轻人单独在一起吧，我敢肯定你们不希望我夹在你们中间。(醋栗———[作]陪妇，这短语源自青年男女相聚时须有老妇陪伴的古老习俗译成“当电灯泡”也是很形象的表达。)

人教版高二下Unit17Disabilities教案

俗话说，凡事预则立，不预则废。作为高中教师准备好教案是必不可少的一步。教案可以保证学生们在上课时能够更好的听课，帮助高中教师缓解教学的压力，提高教学质量。所以你在写高中教案时要注意些什么呢？下面是由小编为大家整理的“人教版高二下Unit17Disabilities教案”，希望能对您有所帮助，请收藏。

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_________________(我昨天见到了她).
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____________________(帮助她母亲干家务).
6.Disabledassheis,she___________________(过着有意义的生活).
7.Itisnoteasy__________________________(适应新的生活方式).
8.Haveyou_______________________(习惯于)livingwithdisabilitynow?
Task1:Definingwords.
1.Turntopage53.Checkthemeaningsofthewordsintheboxandfillintheblanks.
2.Readthestoryandfillintheblanksusingthecorrectformofthewordsgiveninthebox.
Task2:Studyingdirectandindirectobjects.
1.Getthestudentstotelldirectobjectfromindirectobjectbystudyingtheexamples.
2.Dividethewordswhicharealwaysconnectedwith“to”or“for”intotwokinds.

KindsofverbsExamplesSentences
Put“to”beforetheI.O.
间接宾语前加toSell,take,give,send,tell,lend,showShehastaughtsewingtoJenny.
Put“for”beforetheI.O.
间接宾语前加forBake,find,save,build,get,buy,makeTheyhaveboughtadictionaryfor
Jenny.
3.Askthestudentstochangethesentencesonpage54accordingtotheexamples.
4.Providestudentswithmoreexamplestopracticedirectandindirectobjects.
PleasetranslatethesentencesintoEnglish
1.昨天我给格林先生写了一封信。
2.老师问了我们许多问题。
3.刚才玛莉为我们唱了一首英文歌。
4.请递给我一杯茶。
5.妈妈为我做了一个生日蛋糕。
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.

囚绿记教案 (人教版高二下册)

囚绿记教案

课题计划

一、课题《囚绿记》

二、教学目标

1、熟读课文，赏析精彩文句，提升欣赏能力，学习描写景物的方法，了解托物言志的写法。

2、指导学生学习把握文章的重要信息，学会运用圈点批注的读文方法,引导学生从品读文章语言当中得到审美的享受，体验学习的乐趣。

3、组织学生讨论对“绿”的认识、感受和理解，结合作者的身世，以及当时社会状况，感受文本对中华民族不屈服于任何黑暗势力的民族精神的赞扬。

三、教学设想

（一）重点

体会绿的象征意义，感受作品所传达的积极向上的人生态度，以及对中华民族不屈服于任何黑暗势力的民族精神的赞扬。

（二）难点

赏析精彩文句，提升欣赏能力，学习描写景物的方法，了解托物言志的写法。

（三）教学方法

采用讲授法、问答法、讨论法、情景教学法相结合的教学方法。

（四）教具配备

多媒体展示ppt与板书相结合

（五）课时安排

一课时

课前学生活动：初读课文，了解文章内容，读准字音。

课时计划

一、教学目标

1、熟读课文，赏析精彩文句，提升欣赏能力，学习描写景物的方法，了解托物言志的写法。

2、指导学生学习把握文章的重要信息，学会运用圈点批注的读文方法,引导学生从品读文章语言当中得到审美的享受，体验学习的乐趣。

3、组织学生讨论对“绿”的认识、感受和理解，结合作者的身世，以及当时社会状况，感受文本对中华民族不屈服于任何黑暗势力的民族精神的赞扬。

二、教学过程

（一）导入

巴金老人在回忆一位作家时说：“他有优美的性格和黄金般的心,同他谈话，仿佛听完一曲贝多芬的交响乐,因为我是和一个崇高的灵魂接触了。”他就是《囚绿记》的作者陆蠡。作家李健吾评价他的散文时说：“生命真纯，节奏美好。陆蠡的成就得力于他的璞石一般的心灵。”今天,我们一起走进他的这篇代表作,去触摸他那高尚的灵魂。

（二）初步感知课文，梳理文章结构。

请同学们初读课文，读准字音并参照课后第一题即：作者为什么喜欢绿？“囚绿”之后为什么又放绿？放绿之后为什么还怀绿？探讨一下这篇文章的深刻内涵。并将课文划分层次。

1、校准字音字义

在大屏幕上展示本课的生字生词，请同学试读，如有错音老师在纠正。

陆蠡(lǐ)

涸(hé)辙（zhe）

婆娑(pósuō)

猗(yī)

蕈（xun）菌

瞥(piē)见

⑴了截：直截。

⑵涸辙：干涸的车辙。

⑶急不暇择：因着急而没时间选择。

⑷婆娑：①盘旋舞动的样子、②枝叶扶疏的样子③眼泪下滴的样子。

⑸猗郁：茂盛的样子。

（6）揠苗助长：比喻违反事物的发展规律，急于求成，反而坏事。

2、寻绿（1～4）喜悦满足

赏绿（5～7）快活留恋欢喜

囚绿（8～12）喜悦可怜恼怒

放绿（13）尊敬祝福

思绿（14）怀念期盼

（三）分析课文

文中有这样一句话。“我从破碎的窗口伸出手去，把两枝浆液丰富的柔条牵进我的屋子里来，教它伸长到我的书案上，让绿色和我更接近，更亲密。我拿绿色来装饰我这简陋的房间，装饰我过于抑郁的心情。”请同学们分析这句话用了什么样的修辞手法，文中还有很多这样的句子，找出你喜欢的句子，做上标记，然后我们一起分享，现在请同学们自由朗读课文。

找同学来讲述自己喜欢的句子，并说出喜欢的原因。教师做出品评。在指出以下三个句子，老师与同学一同赏析。

1、我怀念着绿色把我的心等焦了。（此时听音频）

“焦”清晰地写出了作者对绿色的向往。隐含着对祖国摆脱日寇铁蹄重获光明的急切内心。

2、我要借绿色来比喻葱茏的爱和幸福，我要借绿色来比喻猗郁的年华。

借比喻表达了对绿色的喜爱，喻体爱、幸福、猗郁的岁月，展现了作者积极的人生态度。

3、临行时我珍重的开释了这永不屈服于黑暗的囚人。

使用了拟人的修辞手法，将“绿”比喻成“囚人”。我释放了被囚禁的常青藤，期望沦陷的祖国早日摆脱日寇黑暗统治重获光明的内心表露。

提问：为什么要将“绿色”比作囚人?题目为什么叫《囚绿记》？

答案：（1）拘禁常青藤、不屈服于侵略和压迫的反抗精神

（2）作者选定“囚绿”为文章命名，与文章想要表现的主题有关。“囚绿”写枝条最艰难的状况，这暗示着艰难的国运家运；“囚绿”表明作者复杂的心情，这是在卢沟桥事变后，日本帝国主义大举侵略我国领土的时代背景下作者内心极度痛苦和精神上顽强抗争的反映。

联系作者以及写作背景。

陆蠡（1908-1942），原名圣泉，浙江天台人，现代散文作家、革命家、翻译家，有散文诗集《海星》、散文集《竹刀》《囚绿记》。1942年4月，日本宪兵查抄文化生活出版社，搜去一些关于抗日的书籍。他当时未在场，知道消息后前去交涉，被宪兵扣留。1942年仅34岁的陆蠡死于日寇酷刑之下，在1983年4月，国家民政部批准他为革命烈士。

《囚绿记》写于抗战前期“祖国蒙受极大耻辱的时候”，作者陆蠡当时正在沦为孤岛的上海，他怀念写1939年（作本文的一年前）在北平时所住公寓窗外的一树常春藤。作者喜欢绿色，留恋绿色，便将常春藤从窗外牵进房间囚系住它，引为绿友，但它又发现常春藤有一种决不改变的品性，固执的朝着窗外的方向，“永远向着阳光生长”，“永远不屈服于黑暗”。这就进一步写出了他对绿色的爱之深和为什么爱。卢沟桥事变发生后，这就使读者联想到祖国山河的沦落，体味到被囚系的而枯萎，却固执的朝着窗外阳光的常春藤，便是我们坚忍不拔的民族象征，包含着作者对民族的光明前景的信仰，也体会到作者含而不露地抒发了对破坏和毁灭生命的侵略者的抑郁愤懑之情。同时，这常春藤也象征作者本人向往光明、不屈不挠的斗争精神和高尚品格。他在常春藤上寄寓了一个正直爱国者的情感和愿望。

（四）综合阶段

请同学们默读课文思考一下几个问题。

提出问题，学生讨论作答,教师进行明确

1、作者为什么喜欢绿？

绿代表着生命、希望、幸福、理想，代表着生命的活力。

2、作者为什么要“囚”绿？

为了装饰简陋的房间，抚平抑郁的心情，点燃心灵的希望。

3、“绿”被囚前后外形发生了怎样的变化？“绿”有什么性格特点？又象征着什么？

被囚前：柔软的卷须，茂密的嫩叶，纤细的脉络、嫩芽。

被囚后：“它渐渐失去了青苍的颜色，变成柔绿，变成嫩黄，枝条变成细瘦，变成娇弱好像病了的孩子。”“它的尖端总朝着窗外的方向。甚至于一枚细叶，一茎卷须，都超原来的方向。”“永远向着阳光生长”“永不屈服于黑暗”

（1）蓬勃生长、生命力旺盛——生命、希望

（2）固执——坚强不屈

（3）向阳——光明自由

实写“物”，虚写“志”，托物言志。（很有特色）

4、理解文章的深刻涵义

赞美“永不屈服于黑暗”的精神，歌颂忠贞不渝的民族气节，期望沦陷的祖国早日摆脱日寇黑暗统治重获光明的内心表露。

（五）课堂练习

仿照本文的写作手法，描写一种你喜欢的颜色或事物。

许久过后依旧不能忘却昙花开放的刹那，皎洁如玉的月光下，它就那样轻盈地展开自己的双臂，拥抱这看似美好的世界，如同超凡脱俗的精灵，不含一丝一毫的杂念，让人窒息的美。

（六）课堂小结

《囚绿记》在主题上的贡献，不是《荷塘月色》是对人生的探求，在苦苦寻找生命的出口；不是《故都的秋》是对人情的开掘，在努力开掘人情的高雅趣味；《囚绿记》是对人生的顿悟，在形象地揭示个人境遇与民族的命运，人性中爱欲的误区，人与自然的关系和发现美的历程。当然，我相信同学们还会有很多新的想法，这也许正是优秀作品恒久的艺术生命力吧。最后让我把这段话送给大家——“假如有一天我们的生命之绿被囚禁时，我们不能失去生机，更不能枯萎和凋落！我们要永远向着阳光生长,勇敢地去追逐生命的美丽和辉煌！”

（八）课后作业

这篇课文用拟人的手法来写景状物，赋予景物“性格”“气质”，取得了特殊的艺术效果。试着借鉴本文的写法，调动你的情感和想象，描述一种景物，力求写出景物的特征。

三、板书设计

写作思路情感变化

赏绿（1--7）抒喜爱留念

囚绿（8--11）情无比的喜悦、爱怜

放绿（12--13）线尊敬祝福

思绿（14）索怀念期盼

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