下面是小编整理的高一必修4Unit1教案包(新课标版高一英语必修四教案教学设计)（共含16篇），希望能帮助到大家!同时，但愿您也能像本文投稿人“miaomiao20”一样，积极向本站投稿分享好文章。
Warming up
Teaching aims:
To introduce six great women and their achievements.
Teaching key points and difficult points:
To explain some words: Quaker, China Welfare Institute, campaign, etc.
Teaching procedures:
Step 1 Lead-in
1. Do you know any great people or important people? (Show some pictures to Ss)
2. What qualities make a great person?
(clever, brave, determined, confident, hard-working, unselfish, kind, active, generous…)
Step 2 Warming up
1. Pictures and Questions (Page 1)
Ask Ss read the introduction of six women and answer the following questions:
Elizabeth Fry: What did she do to help the prisoners?
Soong Qingling: Who is she? What’s her great achievement?
Jane Goodall: What’s her achievement in the study of Chimps?
Jody Williams: What did she get in ?
Joan of Arc: Do you know the name of the girl in ancient China whose experience was similar to her?
Lin Qiaozhi: What’s her major?
Step 3 Talking
1. Which of these women do you think is a great woman?
2. To be a great woman, what qualities do you think should she have? Look at the list of qualities that were discussed when we examined a great man. Are there any other qualities that you would like to add?
(intelligent, determined, generous, kind, modest, unselfish, hard-working, brave, confident,
considerate, thoughtful, energetic, imaginative, honest, decisive, sensible…)
Step 4 Discussion
1. Do you know a woman who really inspires (encourages) you? Describe her and explain why.
Tips: What does she look like? Why did she choose to …?
What do you think about..? What are her reputations?
Why do you admire her? What are her contributions?
How would you describe her?
2. Is it harder for women to become famous or get jobs in high positions? Why?
Step5 Language points
1. achieve vt./vi.
1) to get sth. done by working hard / as the result of an action or effort 完成；实现
The reason I achieve good results is because I work hard-and so could you.
我取得好成绩的原因是因为我学习努力。你也能够做到。
2) vi. succeed 成功；达到
He achieved because he was a hard worker. 他成功是因为他工作努力。
△achievement n.
As we climbed the final few metres, we felt a sense of achievement.
当我们爬完最后几米时，我们感到一种成功感。
2. condition n. [C/U] 条件；状况
The astronauts soon got used to the condition of weightlessness.
宇航员们很快就适应了失重的状态。
My computer’s a few years old, but it’s in really good condition.
我的电脑用了好几年了，但是性能还是很好。
3.concern onself with sb./sth. 关心某人/某事；为…担忧/烦恼
A teacher should love his students, and concern himself with their needs and desires.
老师应该爱护学生，关心他们的需求。
4. connection n.联系
connection between A and B A与B 的联系
Is there a connection between smoking and lung cancer? 吸烟和肺癌有联系吗?
connection with / to sth. 与…有联系
His failure has no connection with the quality of his work.他的失败与他的工作性质没有联系。
5. drive… out (of) : to force someone or something to leave 把…赶出去
The Chinese fought hard for 8 years and drove the Japanese aggressors out of China.
中国人民抗战八年,把日本侵略者赶出中国。
6. campaign n.战役；（政治或商业性）活动；运动
The plan of campaign had been made long before the war broke out.
作战计划早在战争爆发前就制定好了。
Bush’s campaign succeeded and he won the election again.布什竞选成功，再次当选总统。
Europe has started a campaign to stop people smoking.欧洲发起了一场戒烟运动。
△war, campaign, battle, fight/fighting 都与战争有关，但其规模排序为：
war >campaign >battle >fight/fighting
Gulf War 海湾战争 Huaihai Campaign 淮海战役
Pingxingguan Battle平型关大战 Battle of Waterloo 滑铁卢战役
△campaign, movement, activity 都与“活动”有关。campaign指为了达到某一目的而采取的一项或一系列积极有力的措施。如：an election campaign 竞选活动。
movement指社会或政治运动，如：the movement for national liberation 民族解放运动。 还指移动、动作、姿势等。
activity多指消遣活动或教育活动，如：
Too many out-of-class activities take up too much of our precious time for study.
7. devote vt. to use all or most of your time, effort, etc. 献身；致力于；专心于
devoted adj. [to] loyal; caring a great deal; fond of 忠诚的；挚爱的
△devote sth. to sth. / doing sth. 献身于/致力于/专心于（做）某事
devote oneself to sth./ doing sth.
be devoted to sth. / doing sth.
△be devoted to sb. 对某人忠诚/喜爱某人
Soong Chingling devoted all her life to the Chinese revolution and construction.
宋庆龄一生致力于中国的革命和建设事业。
a devoted wife / friend / father 忠诚的妻子/忠实的朋友/关怀备至的父亲
Step 6 Assignments
1. Revise the new words.
2. Discuss the two questions in “Pre-reading”.
3. Preview “Reading”.
Unit 1 Women of achievement
The First Period Reading
Teaching goals 教学目标
1． Target language 目标语言
a. 重点词汇
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to
b. 重点句子
Watching a family of chimps wake up is our first activity of the day. P2
Everybody sits and waits while the animals in the group begin to wake up and move. P2
But the evening makes it all worthwhile. P2
... we see them go to sleep together in their nest for the night. P2
Only after her mother came to help her for the first few months was she allowed to begin her project. P2
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2
2． Ability goals 能力目标
a. Learn Warming Up, and know how to tell the great women and the famous women.
b. Learn the way to describe a person from what the person did, what she/he looks like and so on.
3． Learning ability goals 学能目标
Teach Ss how to describe a person.
Teaching important points 教学重点
a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲 ）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.
b. Ask students to answer these questions:
1) What made her a great success?
2) What should we learn from Jane Goodall?
Teaching difficult points 教学难点
Let everyone believe that all of us can become Jane Goodall.
Teaching methods 教学方法
Inspiration, Questioning and Discussion.
Teaching aids 教具准备
A computer, a projector and a recorder.
Teaching procedures & ways 教学过程与方式
StepⅠLead-in
T: Good morning, everyone! Haven’t seen you for a long time. Did you have a good time in your holidays? What did you do during the holidays?
S1: Yes, I had a good time. You know I enjoy movies, sports and other types of entertainment. I saw several favorite films and every afternoon, I would play basketball with my friends.
S2: I would die of boredom. I didn’t know what to do but read. I didn’t know how to relax myself. I just hoped that the new term began. The sooner, the better.
T: That sounds interesting. In fact, boredom is a kind of feeling. There is a good way to be away from it. Believe it or not, that is to help others, no matter who they are, human being or animals. Have a try, Ok? Today we’ll learn Unit 1. It introduces several women to us and tells us how they live and work. Now let’s turn to Page 1. Look at these pictures and the brief introductions, then work in pairs to discuss which of these women you think is a great woman. You need to give your reasons for your choice.
Give students 3 minutes to do this task, and then ask some of them to speak out their choices. Teacher should give them some guide. For example, what is her ambition? What are the problems she met? And what are her sacrifices? After that the teacher can refer to the chart on Page 11 in the reference book. And then give them a brief summary about their discussion.
A sample summary:
As great women, they don’t care for themselves at all, and at some point or rather, they must give some sacrifices, just like Lin Qiaozhi, she devoted all her life to medical work for Chinese women and children and had chosen not to have a family of her own. Instead, she made sure that about 50,000 babies were safely delivered to their mothers. Not all people can do this. Once they have chosen their careers, they would carry on with them without any withdrawal. What they did is encouraging thousands of people to continue their careers. Those who are only famous but not great can’t be matched.
StepⅡReading
There are four tasks in this step:
a. Pre-reading to find the main idea of each paragraph.
b. Making a chart of the text structure.
c. Language points.
d. Comprehending.
Task 1 Pre-reading
There are 3 paragraphs in the text, and each one has its main idea. These main ideas support the title A protector of African wildlife. Teacher can give students some time to read the text quickly and find these main ideas to form a overview of the text.
T: How many paragraphs are there in the text?
Ss: Three.
T: What are the main ideas of theirs?
S1: The first paragraph is about a day in Combe National Park.
S2: The second one tells us how Jane Goodall did her research and the achievement she has made in her research.
S3: The third one tells us her influence to the world.
T: OK. Can we divide the text in this way? There are four paragraphs in the text. The first one is about a day in the park. The second one is her way of doing her research and some achievement. The third one is her attitude and feeling to the animals. And the last one is a short summary to her.
Ss: That’s right.
T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.
Task 2 Making a chart
A protector of African wildlife
↓
① ② ③
│ ∣ ∣
A day in the park Jane’s way to study chimps Her attitude to and her achievement the animals
↓
④
She has achieved everything she wanted to do.
Task 3 Language Points
T: By now, we have mastered the main idea and the details. Do you have some difficulties in the language?
S1: Yes. What does this sentence mean: “Watching a family of chimps wake up is our first activity of the day”?
T: Who’d like to help her?
S2: The subject of the sentence is a “V-ing form”, and the Predicate is “is” not “wake up”. So the meaning of the sentence is: 今天我们的第一件事是观察一个猩猩家庭的早起。
T: That’s right. Sometimes we should depend on the structure of the sentences to help us understand the meaning.
S3: Miss Wu, the sentence: “This means going back to a place where we left the chimp family sleeping in a tree the night before.” is beyond me.
T: This sentence is a little difficult. First, it includes an Attributive Clause. The clause is: where we left the chimp family sleeping in a tree the night before. Second, there are two structures in the sentence. One is “to mean doing”; the other is “leave ... doing”. For the first one, we can refer to the Appendices in Page 76. Now let’s look at the second one. In fact, there are several same structures in this text. Please look at these sentences.
Show the sentences on the screen:
1. ... where we left the chimp family sleeping in a tree the night before.
2. ... we see them go to sleep together in their nest for the night.
3. But the evening makes it all worthwhile.
4. ... was she allowed to begin her project.
5. ... Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
T: Now look at the boldface（黑体字）. All the structures of the Predicates are Verb + Object + Object Complement. Let’s translate these sentences to taste the meaning and usage of Object Complement.
Ask some of the students to translate these sentences. Give them some explanations: When we use -ing form as Object Complement, it means this act is continuing. For example, Sentence 1. When we use -to do form as Object Complement, it means this process of the act has finished or to begin. We can take Sentence 2 and 4 for example. When we use an objective as Object Complement, it means that it shows us a kind of state. We can take sentence 3 and 5 for example. If possible, teacher still can give them more examples about this structure.
I heard the teacher call my name.
I will let you know the result of the voting as soon as possible.
We watch the children diving into the water from the top diving board.
Let’s go, let him alone.
S4: Miss Wu, I find this sentence a bit strange: Only after her mother came to help her for the first few months was she allowed to begin her project.
T: Yeah, this sentence uses the structure of inversion. The sign is that only phrase is placed at the beginning of the sentence. We will learn it later. Now it is Ok that you know the meaning of the sentence. Any questions?
Ss: No.
Task 4 Comprehending
T: Do you still have any questions? No? Ok, let’s finish next task. Read the text again and try to finish Exercise 1&2 in Page 3 as quickly as you can.
Give students some time to do this. After that, check the answers with the whole class.
Step Ⅲ Discussion
When we are guiding students to read something, besides hoping that they can learn some basic knowledge the material shows, we still hope they can learn something that can reflect the spirit of human being. This is the most important thing a teacher should show to students.
Ask students to work in groups of four and discuss the following questions:
1.What made her a great success?
2.What should we learn from Jane Goodall?
T: I think, there is not a single person who doesn’t admire success. But what is the way to succeed? Now we have read Jane Goodall, can you make sure what made her a great success, and what we should learn from her? Please discuss these two questions, and then some of you will report your opinions to all the class.
Give students some time to discuss.
T: Boys and girls, have you finished your discussion? How about your group?
G1: We think that there are two points that made her successful. One is her way to study chimps, and the other is her true love to the animals. The first one is facile (易做到的), because it is only a way. Everyone can do it. But for the second one, it is more easily said than done. As a woman, she gave up everything, went to the forest to study the chimps and devoted all her love to these animals. It is really not easy. What we cannot understand is that how she has such great personality.
T: These are very interesting questions. As far as I know, it is her relief that raised her personality. Everything is equal, no matter what they are. It isn’t because we are human being that we are superior to the other living thing. We don’t have any right to control other living thing. We all live on the same planet, they are our brothers or sisters. The only difference is that we have different shapes and have different wisdom. If you have the same love to the things around you, you can turn to be her. OK, how about the second question?
G2: At first, we admire she had the wisdom and courage to give up her chance to go to university and went to Africa to begin her own research. This makes us think over what we should think when we are choosing our majors or a university. Secondly, most of us think that man is the master of the world, because he is the most intelligent animal on the earth. So he can decide every thing he thinks right, including doing some experiments on animals, in spite of their pains. Jane not only saw this, but also tried her best to help them and argued for them to be left in the wild and not used for entertainment or advertisements. What she said in the text is very moving. It shows her deeply love to the animals. We should learn this from her. In fact, there are so much we should learn from her, her consideration, her hard work and so on.
StepⅣ Listening
Have a listening. Let students listen to the reading material, follow and repeat it, pay attention to the new words and expressions, as well as the sentence structures they have learned just now.
StepⅤ Homework
T: I’m very glad to hear what you said. You have learned what you should learn from Jane Goodall. And I believe you will be Jane Goodall, if you treat everything around you equally and show your love to them. Now time is up. Today’s homework is to finish the exercises in Page 4 and 5. Make some preparations for the next class. See you next time.
Ss: See you.
Grammar
Teaching goals
1. Target language
a. Important phrases.
achievement, inspire, worthwhile, observe, institute, respect , condition, argue, entertainment
b. Key sentences.
Our group are all going to visit the chimps in the forest
Our group includes six boys and five girls.
2.Ability goals
a. Enlarge vocabulary by learning word-formation.
b. Learn to use Subject-verb agreement correctly.
3.Learning ability goals
Teach students how to enlarge vocabulary by word-formation and how to use subject-verb agreement. Teaching important points
Noun Suffix in word-formation.
Subject-verb agreement of collective nouns.
Teaching difficult points
Enable students to use collective nouns correctly, by understanding their meanings in certain situations.
Teaching methods
Let students do the exercises, and then collect their answers. Ask them to conclude the rules and then give them some explanation.
Teaching aids
A projector.
Teaching procedures & ways
Step I Revision
Review the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the useful words that appear in the text.
Step II Word-formation
There are two tasks in this part. One is leading in, in which teacher trys to give students as many words as possible. Let them guess the meanings of the words. The second one is to finish Exercise 1 on Page 4.
Derivation is one of the most important word-formation. It is helpful in enlarging students' vocabulary. Teachers can give them enough words, and let them guess the meaning of these words. As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their daily life.
T: Just now we reviewed some words in the text. Now please look at these words on the screen and say the meanings of them.
Organize Organization State Statement
Discuss Discussion Entertain Entertainment
Direct Direction Consider Consideration
Decide Decision Agree Agreement
Prepare Preparation Achieve Achievement
Inform Information Treat Treatment
Deter- Determination Improve Improvement
Express Expression Encourge Encouragement
Examine Examination Enjoy Enjoyment
Educate Education Govern Government
Feel Feeling Find Finding
Begin Beginning Mean Meaning
T: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. Today, we'll focus our attention on the Noun Suffix. There are many Noun Suffixes in English. In this unit, we'll learn -ment, -ing, -ation, -ist and so on. Now let's finish Exercise 1 in Page 4.
Let students finish Exercise 1. Check their answers with the whole class.
T: Here are some other noun Suffixes on the screen. Read it and write down them in your note books. Noun Suffix
-er(fighter) -or(sailor) -ist(artist)
-ant(assistant) -ee(employee) -ian(librarian)
-tion(attention) -ment(government) -dom(freedom)
-ness(carefulness) -ism(socialism) -ship(friendship)
-ure(pleasure) -ty(society) -ence(reference)
Let students do it, and then check the answers with the whole class.
Step III Discovering useful structures
Tell students what they should do next. Ask them to read the EXAMPLE in Exercise 1 on Page 5. Make sure that they know what they should do. Finish Exercise 1, and check the answers.
T: Do you have any questions?
Ss: Sometimes it's difficult to decide whether the meaning of the subject tends to single or plurality. T: This is a good question. Although we know that if the word refers to different members, use a plural, and if the word is considered as a whole, use a singular verb, we still find it is difficult to use this in our practice. I think what we should do is to practice again and again. Try to experience the meaning of the word in the situation. That's the way to solve this problem. Ok, let's finish Exercise 2 on Page 5.
Let students do it. They can have a discussion to check the answers. After that, check with the whole class, to fact teacher should enlarge this structure for students. Die grammar chart in the reference book on Page 5, is a good one to let students know more about subject-verb agreement. If possible teacher could show all the grammar knowledge to students. This is especially useful for those who would like to learn English Grammar.
1．两个或两个以上做主语的单数名词用and连接，谓语用复数．
Tom and Dick _______ (be) good friends.
但若表示一个集合体时则用单数。
A singer and dancer ______ (be) present at the party.
The worker and writer ___ (be) talking to the students.
Bread and butter ________ (taste) good.
(a needle and thread, a horse and cart, a watch and chain, a coat and tie, truth and honesty, medical help and cure)
2．用 and 连接的两个名词若被 no, each, every, many a 修饰，则谓语动词用单数。
No bird and no beast ______ (be) seen in the bare island.
Many a boy and many a girl ______ (have) made such a funny experiment.
At Christmas each boy and each girl _____(be) given a present.
3．两个主语由not only…but also, or, either…or, neither…nor 等连接时，谓语动词与第二个主语保持一致．
Either he or I _____ (be) to go there.
______ (be) either you or he going to attend the meeting?
4.主语后有as well as, like, with, together with, but, except, besides,等，谓语应于前面主语保持一致．
A professor, together with some students, _____ (be) sent to help in the work.
No one but the teachers _____ (be) allowed to use the room.
5．一些集合名词做主语，如果看作一个整体，谓语动词用单数；如果指其中的成员，谓语用复数．如audience, committee，class(班级),crew（全体船员或机组人员), family, government, public(公众)等，
但people, police, cattle等只能用复数．
My family _____ (be) a big family.
My family _____ (be) listening to the radio.
The police ____ (be) trying to catch the thief.
6.通常作复数的集体名词
有些集体名词，如police, people, cattle, militia, poultry(家禽),)等，通常作复数，用复数动词。例如：
Domestic cattle ______(provide) us with milk, beef and hides.
7.通常作不可数名词的集体名词
有一些集体名词，如machinery, equipment, furniture, merchandise (商品)，clothing 通常作不可数名词，随后的动词用单数。例如：
The merchandise _____(have) arrived undamaged.
All the machinery in the factory ____ (be) made in China.
8．表示时间、重量、长度等名词，尽管是复数形式，但作为一个整体看，谓语还是用单数。
Five minutes ______ (be) enough.
One dollar and seventy eight cents _____ (be) what she has.
9. all 作为主语，代表人物时，一般用作复数；代表整个事件或情况时，一般 看作单数。
All that I want _____ (be) a good dictionary.
All ______ (be) silent. 人人都缄口无言。万籁俱寂。
All ______ (be) out of danger.
10．形容词加定冠词 the 表示一类人时，谓语动词用复数。
What a life the poor were living!
The young _____happy to give their seats to the old.
11．who, which, that 作定语从句的主语时，其谓语取决于先行词。
Those who want to go should sign your names here.
He is one of the students who have passed the exam.
He is the only one of the students who has passed the exam.
12. 以-ics结尾的学科名称
某些以-ics结尾的学科名称，如physics(物理学)、mathematics(数学)、mechanics(机械学)、politics(政治学)、statistics(统计学)、economics(经济学)、linguistics(语言学）athletics(体育学)、等，通常作单数用。例如：
13. 其他以-s结尾的名词
英语中有一些由两个部分组成的物体名称通常是以-s结尾，如scissors(剪子)，pincers(钳子)，glasses(眼镜），shorts(短裤)，trousers(裤子)，suspenders(吊裤带)等。这一类名词，如果不带“一把”、“一副”、“一条”等单位词而单独使用，通常作复数。例如：
如果带有单位词，则由单位词的单、复数形式决定动词的单、复数形式。 例如：One pair of scissors isn't enough.
14.以-s结尾的地理名称
某些以-s结尾的地理名称，如果是国名，如the United States, the United Nations, the Netherlands等，尽管带有复数词尾，但系单一政治实体，故作单数用。但若不是国名，而是群岛、山脉、海峡、瀑布等地理名称、通常作复数用。例如：
The West Indies, apart from the Bahamas, are commonly divided into two parts. The Himalayas（喜马拉雅山脉) have a magnificent variety of plant and animal life.
The Straits of Gibraltar have not lost their strategic importance.
15. 英语中还有一些以-s结尾的名词，如:
arms(武器), clothes(衣服), contents(内容，目录) fireworks(烟火), goods(货物), minutes(记录), morals(道德，品行), remains(遗体), stairs(楼梯), suburbs (郊区), thanks(谢意), wages(工资)等，
通常作复数。
16.凡是由-ings结尾的名词，如: clippings (剪下来的东西), diggings (掘出的东西), earnings (收入), filings (锉屑), lodgings (租住的房屋), surroundings (环境), sweepings (扫拢的垃圾) 等, 通常作复数用。例如：
The clippings of the hedges are usually burnt.
The sweepings of the godown(仓库) have been disposed of.
17. 还有一些以-s接的单、复数同形的名词，如: headquarters(总部), means(方法、手段), series(系列), species(种类), works(工厂)等，随后动词的单、复数形式取决于这些名称是作单数，还是用作复数。例如：
A headquarters was set up to direct the operation (指挥作战).
Their headquarters are in Paris.
The only means to achieve success is to appeal to arms (诉诸武力).
18. remains用于“遗体”意义时，随后的动词通常作复数：
His remains lie in the churchyard.
The martyr's remains were buried at the foot of the hill.
但作“遗迹”或“剩余物”解释时，可作复数或单数用：
Here is the remains of a temple.
The remains of the meal were/was fed to the dog.
19. 如果作主语的名词词组由“分数(或百分数)+of-词组”构成，其动词形式依of-词组中名词类别而定。例如：
Two thirds of the swampland(沼泽地) _____ (have) been reclaimed(开垦).
Over sixty per cent of the city ____ (be) destroyed in the war.
Thirty-five per cent of the doctors ______ (be) women.
20. 如果主语是all of ...,some of ...,none of ...,half of ...,most of ...等表示非确定数量的名词词组，其后的动词形式依of-词组中的名词类别而定。例如：
Most of the money _____ recovered by Deputy Player.
Most of the members ______ there.
All of the cargo ______ lost.
All of the crew ______ saved.
21.两数相减或相除，动词用单数；两数相加或相乘，动词可用单数，也可用复数。例如：
Forty minus fifteen (40-15) leaves twenty-five.
Forty divided by eight (40/8) is five.
Seven and five (7+5) makes/make twelve.
Five times eight (5+8) is /are forty.
22. 如果主语是由“a kind/sort/type of ,this kind/sort/type of +名词”构成，动词用单数。例如：
This kind of man annoys me.
但若在kind/sort/type之前的限定词是these/those,同时，of-词组中的名词又是复数，则动词用复数：
These kinds of men annoy me.
Those types/sorts of machines are up to date.
23.如果主语是由“many a+名词”或“more than one +名词”构成，其意义虽属多数，但随后的动词仍遵循“语法一致”原则，用单数。例如：
Many a man has done his duty.
More than one game was lost.
24. 1)由who, why, how, whether等wh-词引导的名词性分句作主语，其后的动词通常用单数。
2).两个由and连接的并列名词性分句作主语，如果主语表示两件事情，动词用复数。例如：
What caused the accident and who was responsible for it remain a mystery to us.
3). 以what-分句作主语的SVC结构
在以what-分句作主语的SVC结构中，主句补语是复数名词，如果主句谓语动词可用复数。
25. 1).在“one of+复数名词+关系分句”结构中，关系分句动词通常依照语法一致原则用复数形式。例如：
Joan is one of those people who go out of thier way to be helpful.
2). 在这类结构之前有定冠词the或者有the only 等限定词和强调词时，关系分句动词形式依one而定，用单数。例如：
Selfishness is the one of her many faults which defeats itself.
Listening
Teaching goals
1. Target language
Men have more chances to get to the top of their career than women.
Why did Joan have to dress up as a man to become a solider?
2. Ability goals
Enable students to know something about Joan and let students realize women can be the same success as men and know something about the International Campaign to Ban landmines.
3. Learning ability goals
Help students learn how to get required information by listening.
Teaching important and difficult points
Train to get the key words by reading the questions before listening.
Teaching methods
Instruction and practice.
Teaching aids
A recorder.
Teaching procedures & ways
Step I Revision
T: Pleased to meet you again!
Ss: Me, too.
T: Zhao, why do you look so tired?
S; He stayed up yesterday.
T: Why?
S: Don't listen to him. I just have had a cold.
T: You'd better, have some thicker clothes. The weather is rather cold these days.
S: Thank you, Miss Wu.
T;: Now, let's begin our class. Have you finished your homework?
Ss: Yes.
T: Well, now I'll show you answers on the screen. Check your answers by yourselves. If you have any questions, please let me know. After doing this, teachers can continue the next step.
Step II Listening to the material on Page 7
There are three tasks in this step: the first listening, the second listening and the third listening. Teachers should ask students to glance the whole exercises before listening, so that they can realize what is the main task in listening.
Task 1 The first listening
T: Hello, everyone! Glad to meet you. These days the topic we are talking is important women & great women. We know women can achieve the same as
men. But they have many difficulties in doing this. Today we'll have three listening materials to listen. The first one tells us some particular problems, which women have when they want a career of their own. The structure of this material is very clear. It is organized by the first, second and third paragraph. So when you listen for the first time, try to get the general idea of the material and think which sentences are the main ideas of the three paragraphs. Now let's listen for the first time. Play the tape for the first time for students to get the main ideas of the paragraphs. And then ask students to try to retell what they have heard. It doesn't matter whether they
are some details, such as words or sentences, or they are some main ideas. Because the purpose of doing this is to let students know they have caught some information. Everything is OK.
Collect what they have heard and write down them on the blackboard. Teachers can let them discuss which are main ideas and which are details.
Task 2 The second listening
There are two purposes in this task. One is to let students finish Exercise 2; the other is to let students get some useful information to finish Exercise 1 and 3. So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening. Then play the tape again, and try to finish Exercise 1&2. Exercise 1 is about some details. Exercise 2 is about the main ideas of each paragraph. Teacher can make a pause, and repeat it where the main ideas appear to make sure students can catch it.
Task 3 The third listening
This is a good chance for students to check their answers. After listening twice, most students can have a good understanding about the material, and can write down the answers mostly. So this time is for their checking and adding their answers.
If they still have some difficulties, play the tape for the fourth time to meet their needs.
Step III The listening material on Page 41
Teacher can ask students to guess the content of the material, according to the questions in exercises. And then have a listening and finish the exercises. The steps of the listening are the same with the above one.
Step IV Listening material on Page 44
This is a short dialogue between Jody Williams and a journalist. If students want to know something about the dialogue, they must pay attention to the questions. Ex 2 in the Listening Task offers some information. They can guide students to get what they are required to get. So it is necessary to tell students to read the chart carefully ahead, and then listen to the tape. Students can write down some notes instead of the whole sentences.
Step V Homework
T: Today, we learned something about women. I believe what they did and what they are facing may give us some inspirations. For girls we should believe that although we may face some difficulty, we are able to try our best to realize our dreams. OK, today's homework is to read the article A GOOD EXAMPLE FOR ME and make some preparations for the speaking in Page 7. That's all for today, bye, everyone.
Ss: Bye, teacher.
For most students it is difficult to finish all the three listening materials in one class. So teachers can make one of them as homework, let students listen to it after class.
短歌行四(人教版高一必修) 教案教学设计
【时间】 12月1日上午第二节
【班级】 &&&&高一（1）班
【执教】 ％ ％
【课型】 新课程观摩课
【三维目标】
一、知识与能力
1、了解汉魏晋诗歌的基本特征，体会曹操诗歌慷慨悲凉的风格，感悟诗人的思想感情，感受诗歌政治性与抒情性相交融的艺术特征；
2、提高学生的古诗词鉴赏能力，培养学生穿透诗文把握文章内涵的能力，丰富学生的'文化积淀。
二、过程与方法
反复诵读，疏通诗意；小组合作，讨论鉴赏。
三、情感态度与价值观
体会一个政治家身处**时代的人生感受及求贤若渴的情怀，教育学生自觉珍惜时间，树立远大志向。
【教学重难点】
1、体会诗人曲折表达自己渴望招纳贤才以建功立业的心情。
2、运用典故及比兴手法表达感情的技巧。
【教学方法】
1、诵读法:反复诵读,逐步加深对诗意的理解
2、点拨法:以点带面,抓住关键诗句进行点拨
3、合作探究：设问质疑，自主学习
【课时安排】 一课时
【教学步骤】
一、创设氛围，导入新课
有句公益广告语说得好：“心有多大，舞台就有多大。”说的是一个人要想成就大事业，就必须有远大的目标和开阔的胸襟。在中国历史上，曹操是一个具有远大目标和开阔胸襟的人吗？从电影、电视剧和文学作品中，我们了解的曹操是一个怎样的人呢？
学生活动：自由谈论对曹操的印象
教师引导：有道是“文如其人”。让我们从曹操的诗文中感受一下，他到底是一个怎样的人。板书课题、作者。
二、诵读与感知
学生活动：反复诵读全诗，互相点评。齐读一遍。
教师点拨：板书疑难字词，提醒注意其形、音、义。
互助学习：分组疏通诗句意思，并提醒同学积累语言。
三、对话作品
合作学习：
①、你认为本诗的诗眼是哪一个字？简述理由。
②、作者“忧”什么？为什么“忧”？
③、从课文哪些地方可以看出，曹操不是一个心胸狭窄的人？据此从整体看，本诗抒发了怎样的情感？
成果展示：学生分组讨论，筛选原文语句，自主得出答案并展示。
拓展延伸：同学们还能从曹操的其他诗作中找到论据，印证“曹操不是一个心胸狭窄的人”吗？
四、梳理探究
本诗运用的最突出的技法是用典和比喻。
教师点拨：什么是“用典”？
布置研讨：
①、诗歌中哪些句子用典？运用什么典故？表达了怎样的意思？②、哪些句子运用了比喻手法，有什么好处？
学生活动：研讨探究，合作学习，自主解决以上两个问题。
五、课堂小结
六、布置作业
①、背诵并能默写本诗以及曹操其他诗歌中的名句。
②、课后讨论：诗中作者说“何以解忧？唯有杜康”，表示要“借酒解忧”，这是否显得太消极？结合其他诗歌中有关“酒”的描写的诗句谈谈自己的看法。
课前导学
1.预习：Part A
2.重要短语：
1). 消减；缩减；减少___________ 2) 自由发言___________
3）原材料___________ 4）用尽___________
5）对…担心___________ 6）只要___________
7）砍到___________ 8）四处打听___________
3.根据课文内容完成下面的表格：
Speakers Lin Shuiqing
( a1._________ from the
Green Society ) Qian Liwei
( a business development
2.______________)
Points
Economic development is bad for the 3.___________
A healthy environment and development should be 4._________ at the same time.
5._______________
Large areas of the world are damaged by chemical 6.______________.
People suffer from air and water pollution.
Much sea life being 7._________ by fishing boats.
Many factories and industries control the amount of pollution they produce.
They are careful to spend money 10.__________ any damage they cause.
The people 11.__________ these factories are concerned about the environment.
Suggestions
8._______ back on production and reducing the amount of things people make and buy.
Thinking more about 9.__________ our waste.
Teaching people ways of living that do not harm the environment.
Producing more things from
12.________ that have been recycled.
Better 13._________ to preserve the environment.
Paying higher 14.________ for polluting the environment.
4. 根据Reading部分的课文内容选择正确答案：
(1)Mr. Qian Li wei approves of the following points except _________.
A.large amounts of fish are being caught by fishing boats before they can lay eggs.
B.People are more important than fish and trees.
C.We should produce more things from recycled products.
D.We need more effective laws to preserve the environment, which still allow the economy to grow.
(2)Which of the following statements can suggest that we can achieve a balance between the economy and environment ?
A.Many people are willing to pay slightly higher prices for things that are environmentally friendly.
B.Many people, old and young, are doing their best to protect their surroundings.
C.Our country has passed the law that factories which pollute the environment should have to pay higher taxes.
D.All of the above.
教学过程
词汇讲解
1. debate vi./n. 辩论，争辩，争论
debate with sb. about/on sth._____________ hold a debate ___________
beyond debate ______________ under debate ___________
1)We are _______________or not to have a trip this summer. 我们盘算着今年夏天是否去旅游。
2) She debated with herself for a while, and then picked up the phone.
辨析debate/ argue/ discuss
debate 指正式辩论，着重双方“各抒己见”
argue 着重“说理，争论”和“企图说服”
discuss 着重“讨论，磋商”
3) We ____________with the waiter about the price of the meal. 我们跟服务员争执那顿饭的钱。
4) Have you _________ the problem with anyone? 你与谁商量过这个问题？
5) We _________ the proposal for three days. 那个建议我们辩论了三天
2. operate
The doctor operated on the baby’s throat.
What skills are needed to operate this machine?
Illegal drinking clubs continue to operate in the city.
Soldiers cannot operate effectively without good food.
拓展：
operating system _____________ operating table_____________
perform an operation on _____________ in operation _____________
put/ bring sth into operation _____________ come/ go into operation _____________
3. credit 荣誉，赞扬；信用，信赖;名声，信誉;赊账，信用贷款；学分
He deserves credit for what he has done for the city.
Your honesty does you great credit / does great credit to you.
We gave credit to his story.
George has credit with his teacher.
He is a man of great credit in our town.
Greatly to his credit, he won the prize.
I bought the dishwasher on credit.
He hasn’t enough credits to get his degree.
4. responsibility
We have responsibility for protecting them.
You must take responsibility for what you have done.
Mike is responsible for the whole project.
5. cut back on
To save money, we should cut back on our spending.
Many companies are cutting back on staff at the moment.
If we cannot sell more, we will have to cut back on production.
6. use up / run out/ run out of
Don’t use up all the milk. We need some for breakfast.
Her money soon ran out.
She is always running out of money before payday.
难句分析
1.With me are Ms Lin Shuiqing, from the Green Society, and Mr Qian Liwei, a business development consultant.(P22 Line5)
【句式研习】 该句是一个______句，由于主语 “Ms Lin Shuiqing, from the Green Society, and Mr Qian Liwei, a business development consultant” 较长，为了避免句子___________，往往把介词短语 或其他成分提到句首。
【归纳拓展】
1）当句首状语为方位词，且谓语动词为go,come等表示位置转移的动词时句子须倒装。
翻译：飞机飞高了。______________________________
翻译：主席进来了，会议开始了。________________ and the meeting began.
2) 当句首状语为表示地点的介词词组时，句子须倒装。
翻译： 一个身材高大的警察从拐角处走来。__________________________________
2. The world’s population has grown by six times what it was in 1800. (P22, Line 19)
【句式研习】倍数表达法
This box is four times as light as that box.
The cotton output was four times greater than that of .
The Earth is 49 times the size of the Moon.
3. As a business development consultant, I’m often seen as being against the environment. (P23, Line 29)
【句式研习】本句中as 是______词，用来谈论________________________________.
As an interviewer, you ought to sit back and listen.
She spoke of him as her dearest friend.
比较：
As I left the house, I remembered my keys.
It is very difficult for us to know what to do, as we are not his parents.
I did as he asked.
Poor as he was, he was happy.
4. What I’m here to say is that having worked with many environmental consultants, I know that a healthy environment and development should be possible at the same time. （P23 Line34）
【句式研习】本句中what 引导一个________从句作__________,第一个that引导的______从句；在_______从句中，know后的that 引导了_______从句，而现在分词短语having worked with many environmental consultants作________状语。
5. The people operating these factories are deeply concerned about the environment. (P23, Line 37)
【句式研习】本句中operating these factories作________, 用来_________________，相当于一个________从句。
There is a piano standing （= which ________）in the corner.
A man respecting others (= who _______________) will himself be respected.
Can you see the star moving (=that _____________) in the sky?
6.Asking around, I find many people willing to pay a little higher prices for things that are friendly to the environment. （P22 Line51）
【句式研习】 本句中asking around 为现在分词短语作_______， willing to pay…things 为形容词短语作___________, that 引导________从句，修饰________,其中that 在______从句中作 _______。
反馈矫正
1. It’s here that the river f__________ down into the see.
2. The company is famous for the p__________ of small cars.
3. As we all know, he is g_________ for money.
4. It is his r_______ to make arrangements for the meeting.
5. Are you w________ that he should be admitted into our club?
6. He deserves c__________ for what he has done for the city.
7. He stated his b_________ that evolution occurred through natural selection.
8. I paid $1,000 in t________ last year.
9. I’ll c________ my teacher about the problem.
10. These fish are often eaten r_______.
迁移创新
1. The top leaders of the two countries are holding talks in a friendly __________.
A. atmosphere B. state C. situation D. phenomenon
2. Peter’s jacket looked just the same as Jack’s, but it cost ________ his.
A. as much twice as B. twice as much as
C. much as twice as D. as twice much as
3. I was just talking to Margaret when Jackson _________.
A. cut in B. cut down C. cut out D. cut up
4. It’s helpful to put children in a situation ______ they can see themselves differently.
A. that B. when C. which D. where
5. I would appreciate _____ if you come to my grandma’s birthday party and say “Hello” to her.
A. that B. it C. you D. one
6. - I’m still working on my project.
- Oh, you’ll miss the deadline. Time is ________.
A. running out B. going out C. giving out D. losing out
7. As these new products are not selling well, the members of the board have decided to _______production.
A. cut down B. cut down to C. cut back on D. cut off
8. ________ we move the picture over there? Do you think it will look better?
A. If only B. What if C. As if D. Even if
9. The grandfather, much to the surprise of the doctors, won’t want his granddaughter _____ this week.
A. to operate on B. operates C. to be operated on D. operating
10. He is easy to get along with. that, he is a determined boy. Which of the following is wrong?
A. In addition B. Besides C. In addition to D. Apart from
课前导学
1. cut back on 2. open the floor 3. raw material 4. use up
5. be concerned about 6. as/so long as 7. cut down 8. ask around
A D
引导梳理
1. 倒装 头重脚轻
After the banquet came a firework display in the square.
Up went the plane.
In came the chairman
Round the corner walked a tall policeman.
2. 结果 限制性定语从句 先行词chemicals ,定语，chemicals
3. 表语 定语，things 虚拟should+动词原形 虚拟 be punished help
4. 名词性 主语 表语 表语 宾语 原因
5. 状语 宾语补足语 定语 things 定语 主语
6. What if you fall sick?
What if she forgets to bring the book we need?
If I say I won’t go with you,so what?
What’s more
反馈矫正
1. flows 2. production 3. greedy 4. responsibility 5. willing
6.credit 7.belief 8. taxes 9. consult 10. raw
迁移创新
1-5 ABADB 6-10 AABCA
（小周）
A Taste of English Humor
单元教学目标
Talk about different types of humor；a taste of English humor
Learn how to express one’s emotions
Learn the –ing form as the Predicative, Attributive and Object Complement
Learn to write humorous stories
目标语言
话题 Different types of humor; a taste of English humor
词汇 1. 四会词汇：
slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout,
homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense
2. 词组：
be content with, badly off, pick out, cut off, star in, knock into
功能 情感 ( Emotion )
I enjoy this very much because… It surprises me that…
I laugh at that kind of thing because… I felt happy because…
This is fun because… I’m pleased we were both amused at…
How wonderful / surprising It’s amusing that…
语法 动词的-ing 形式作表语，定语和宾语补足语的用法
Their job is “panning for gold”.
That was the problem facing Charlie Chaplin.
Do you find it funny to see someone sliding on a banana skin?
课时分配
1st Period Reading
2nd Period Speaking
3rd Period Grammar
4th Period Listening
5th Period Writing
6th Period Summary
分课时教案
The First Period
Teaching aims: Enable students to talk about some types of English humor and Chinese humor.
Key points: Help students learn how to understand and enjoy English humors.
Difficult points: Help students know the differences between English and Chinese in humor.
Teaching aids: pictures
Teaching procedure:
Step 1: Lead-in
Show some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not.
Questions: 1) Do you know who these comedians are? What makes them funny?
2) Do you know other comedians who are funny in the same way?
3) Have you seen any of these comedians or programmers? What do you think of them?
Step 2: Warming up
Task 1. Brain-storming
Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.
Types of humor Example of English humor Chinese humor
Nonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利
Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山
Verbal jokes Play on words, usually Cross talk 马季， 姜昆
Funny stories Two lines Jokes
Funny poems Edward Lear Doggerel（打油诗）
Task 2. Talking
Ask students to talk about some funny stories, any English or Chinese humors they know.
Task 3. Reading on P22
The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.
Joke 1:
Patient: Doctor, I’ve lost my memory.
Doctor: When did this happen?
Patient: When did what happen?
Joke 2:
Garcia: Thank you doctor. My fever is gone.
Doctor: Don’t thank me. Thank God.
Garcia: Then I will pay the fees to God.
Step 3 Homework
Ask each student to give a joke and present it in class next period.
The Second Period Reading
Teaching aims: Enable students to learn what humor means and what is nonverbal humor.
Key points: Help students divide the text into several parts according to the meaning.
Difficult points: Divide the paragraphs and give the main ideas.
Teaching aids: A recorder and a projector
Teaching procedure:
Step 1. Revision
Check homework: ask students to present their jokes in class.
Step 2. Pre-reading
Questions: (1) What do you like to laugh at?
(2 ) What does humor mean? Is humor always kind?
Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse.
Step 3. Reading
The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.
Task 1. Divide the text into several parts according to the meaning.
Part One: the first and the second paragraph
Part Two: the third and the fourth paragraph
Part Three: the last paragraph
Task 2. Give the main idea of each part
The main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other can inspire people.
The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.
The main idea of part three: it gives us a short biography about Charlie Chaplin.
Task 3. Discussion
Let students have a discussion about the text, then answer some questions.
Questions: (1) What is behind fun?
(2 ) Why did people like Little Tramp?
(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?
Step 4 Language points
1. content (adj.): satisfied, happy, not wanting any more
phrases: content with sth; content to do sth
e.g. (1) She is quite content to stay at home looking after her children.
(2 ) Are you content with your present salary?
Content (n.): that which is contained in sth
e.g. I like the style of her writing but I don’t like the content.
2. inspire sb. ( with sth.) inspire sth. (in sb.): To fill sb. with thoughts, feelings or aims.
e.g. His speech inspired us with hope.
3. badly off: in a poor position, esp. financially
The opposite is “ well off”
e.g. (1) They are too badly off to have a holiday.
(2 ) In fact most people are better off than they were five years ago.
Step 5 Practice
Finish the exercises on page 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen.
Step 6 Homework
Preview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21.
The Third Period Grammar
Teaching aims: Enable students to learn how to use the –ing form as the attribute, the object complement and the predicative.
Key points: Let students know the structures of the sentences with the –ing form
Difficult points: Help students to tell the –ing form as the predicative and the use of the present continuous tense.
Teaching aids: A computer
Teaching procedure:
Step 1. Revision
Check homework: the exercises on page 20 and 21.
Step 2. Word formation
Suffix Example
-able valuable lovable comfortable
-ing amusing misleading neighboring
-ful hopeful cheerful useful
-less endless homeless harmless
-ed excited interested moved
-ish Irish childish selfish
-ive active attractive expensive
-ate fortunate affectionate passionate
-ant important pleasant ignorant
-ly friendly orderly costly
There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.
Step 3. Discovering useful structures
Task 1. Revision
Have a revision about the –ing form used as the subject and object. Give students some sentences to translate:
(1) Talking to him is useless.
(2) Smoking does harm to your health.
(3) Walking is my sole exercise.
(4) Collecting stamps is my hobby.
(5) I suggested bringing the meeting to an end.
(6) He admitted taking the money.
(7) I couldn’t help laughing.
(8) Your coat needs washing.
Task 2. New usage of the –ing form
Ask students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.
Teacher checks the answers and give the explanations.
(1) A cooking pot: A pot that is used for cooking.
(2) A drinking horse: A horse that is drinking water.
(3) The man sitting on the sofa is a friend of my brother’s.
Here the –ing form are used as attribute.
(4) I saw the man sliding on a banner skin yesterday.
(5) Did you notice the man picking up that broken bottle and putting it in his bag?
Hear the –ing form are used as object complement The structure of the sentence with an object complement is:
Subject + Predicate + Object + Object complement
(6) Her job is looking after babies.
(7) What he likes is playing chess after supper.
Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense.
(1) Her hobby is painting.
(2) Her favorite sport is skiing.
(3) This was very disappointing.
(4) The test results are very discouraging.
(5) She was very pleasing in her appearance.
(6) His concern for his mother is very touching.
(7) The photograph is missing.
(8) The article was misleading, and the newspaper has apologized.
In the first two sentences, the –ing form is used to show the character of the subject. In the next four sentences the words of the –ing form are all about the feelings. In the last two sentences, the words of the –ing form show some states and qualities.
(9) It is snowing hard.
(10) She is teaching in a night school.
In these two sentences, the –ing form are used as the predicate in the present continuous tense.
Step 4. Using Structures
Turn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.
Step 4. Homework
Finish all exercises on page 56.
The Fourth Period Listening
Teaching aims: Enable students to understand the humor in the listening material.
Key points: Train the students to get the key wards by reading the questions before listening.
Difficult points: Get the main idea from the listening materials while listening.
Teaching aids: A recorder
Teaching procedure:
Step 1. Revision
Check homework: (1) Ask a couple of students to tell their jokes in class.
(2 ) Ask some students to come to the blackboard to write their translation. After they have finished, teacher correct some errors with the whole class.
Step 2. Listening ( page 23 )
This is a funny story. Mary made some plum jam and left some in the pan. Five days later, her husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.
Questions: (1) Did you find this story funny? Give the reason.
(2 ) What do you think of John’s behavior?
Step 2. Listening ( page 55 )
This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.
There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.
Step 3. Listening ( page 58 )
There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.
Step 4. Homework
Collect as many funny stories as possible, do some preparations for the writing in the next period.
The Fifth Period Writing
Teaching aims: Help the students learn how to write funny stories using the target language and according to the writing steps.
Key points: Teach students to write according to the writing of the writing steps.
Difficult points: Help students make up a dialogue, using the target language.
Teaching aid: A projector
Teaching procedure:
Step 1. Revision
Check homework: Ask several students to read their funny stories in class.
Step 2. Writing ( page 23 )
Give students some instructions on writing a funny story.
1) Writing down your story in a logical order.
2) For each of your story try to find the most interesting words you can to describe how you felt or what was happing.
3) Then write out your story using these interesting words.
4) Read through your story.
5) Then show it to your partner. Let him/ her suggest some new and exciting words.
6) Write out the story and put it into a class collection of stories.
Give students enough time to finish the task and give them enough help in the writing. Tell them to give the outline first, then finish the story.
Step 3. Talking
Task 1. Show students some pictures. Ask them to describe the pictures and explain what is happening, whether it is funny or not.
Task 2. Imagine you want to play a trick on someone, maybe an April Fool’s trick. Work with partners, think up a funny thing and share it with the class.
Step 4. Speaking and writing task
This is a chance for students to learn limericks. It has only five lines. Three of them are longer than the other two. The longer lines all rhyme with each other and the shorter ones rhyme with each other. When introducing the poems, teacher read them first, and let the students enjoy the beauty of the rhyme. And at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem.
After reading, ask students to tell the rhyme of the first and the second poem. Let students read the poems several times and feel it. Find more limericks for students to enjoy.
Give students some instructions on how to write a poem, let them think of rhyming words before writing. They need two sets of rhyming words.
Step 5. Homework
1) Finish Exercise 5 on Page 20.
2) Make a summary about what has been learnt in this unit.
The Six Period Summary
Teaching aims: 1) Learn to express the sentences that are connected with the positive and negative view of the same thing. 2) Make a summary about what has been learnt in this unit.
Key points: Sum up what we have learnt in this unit.
Difficult points: Sum up what we have learnt in this unit.
Teaching aids: A projector
Teaching procedure:
Step 1. Revision
Check homework: Ask students to present their dialogue in class.
Step 2. Reading
This reading task gives us another joke. The title is “An April fool’s joke: The Noodle Harvest”. Ask students to read the sentence : “A fool sees not the same tree that a wise man sees.” After reading, explain the meaning of the sentence. (The meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.)
Give students some time to read the passage, then answer some questions and retell the whole story.
Questions: 1) What do children usually do on April Fool’s Day?
2) Why did people believe the programme Panorama?
3) Do you think the advice that the BBC gave people who asked how to grow noodle trees was serious? Give a reason..
4) What would you do to find out whether a story like this was true?
Step 3. Project
Ask students to make their own collection of jokes, funny poems or short stories. They can be the ones that they enjoy in the books that they have read. Make sure they add either a joke, a funny poem or a funny short story of their own. Copy them into a book and display it in the class so that all your classmates can enjoy them.
Step 4. Summing up
This is a summary about what they have learned in the unit. Leave students some time to finish the frame. Then teacher give students a dictation about the useful words and expressions.
功能句式：
1. I enjoy this very much because….
2. I laugh at that kind of thing because…
3. This is fun because….
4. How wonderful / surprising！
5. It surprises me that…
6. I’m pleased we were both amused at…
7. I felt happy because…
8. It’s amusing that…
语法：
1. Word formation
2. The –ing form of the verb used as predicative, attribute and object complement.
重点句子：
1. Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a Conner, or filling down a hole in the end.
2. Perhaps it makes us feel more content with our life…
3. He became famous for using a particular form of acting, including mime and farce.
4. But he was lived by all who watched the film for his determination in overcoming difficulties and being kind even when people were unkind to him.
5. Imagine you are hungry and all there is to eat is boiled shoe.
6. He solved it by using nonverbal humor.
7. Their job is “panning for gold”.
8. This was the problem facing Charlie Chaplin in one of his most famous films.
Translate the following sentences into Chinese and pay attention to the use of the –ing form.
1. The two comedians performing on the stage are from Liaoning Province.
2. Who is the girl walking by the river.
3. The children playing the violin will give a performance next week.
4. The man with sunglass standing near the car is a cross talk artist.
5. The old lady talking to the children is a famous musician.
6. I saw a group of policemen coming out of a green jeep and running to the building.
7. I saw a dog carrying a piece of meat entering your garden.
8. I heard her singing a beautiful song at the party last night.
9. I got frightened when I saw a man playing with a snake in the park.
10. There were some boys shouting and crying under my window, so I could not fall asleep.
Step 5. Check yourself
1. Do you find it difficult to understand English humor? Why?
2. What role do you thing humor plays in your life?
3. What language points have you learned in this unit?
4. How well have you done in the exercises on the –ing form?
5. Did you have any problems in understanding this unit? How did you solve them?
Step 6. Homework
Do some preparations for unit 4.
(1) 课题：English around the world (2) 教材分析与学生分析： Warming Up部分简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有个粗浅的了解;Pre-Reading部分的两个问题引发学生对课文主题的思考，以便参加课堂活动; Reading部分The Road to Modern English 简要说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。Comprehending部分旨在检查学生对课文基本内容的理解程度; Learning about Language 部分主要通过各种练习帮助学生重温本单元前几个部分的所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了半单元的语法项目(祈使句及其间接引语);Using Language 部分中的Reading and talking主要介绍了当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部说话均有所不同。 (3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading The Road to modern English
The third period: Reading (Language points)
The forth Period：Learning about Language
The fifth period: Using Language
The sixth period: Listening
(4)教学目标： ① 知识与技能：了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语;对英国英语和美国英语的差异有所了解，尤其是一些常用词汇，比如falt和apartment, lift 和elevator, rubber 和eraser等; 掌握本单元中出现的词汇、短语的用法; 学会语言交际困难的表达法，如pardon, I beg your pardon?; 掌握祈使句及其间接引语的表达法。
② 过程与方法：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、语调等。在学生用书中的听力部分，原文真实的反映了灭国南部地区英语的方言和语音，旨在让学生感受一下将英语作为母语的本国人说话的一个侧面。要注意掌握尺度，让学生感受一下、了解一下，点到为止，不提倡硬性模仿。 ③ 情感态度与价值观：了解英国英语和美国英语的区别，两种英语不存在那种好与不好的问题。可以给学生布置以下任务：通过对话形式，将所学过的英美说法的不同之处，按实际生活和想象编一段对话。尽可能运用语言功能中表达语言困难的说法。
(5) 教学重点和难点：
词汇 include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block
短语： play a role (in) because of come up such as play a part (in)
重点语法项目：祈使句及其间接引语
难点 Expressing one’s idea on which kind of English one should learn; guess the name of speaker’s country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.
(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
根据课文内容翻译以下短语：
1.第一架载人宇宙飞船_______(the first manned spaceship )
2.发射，升空__________(lift off)
3.和……分离_______ (separate…from)
4.因为________ (because of )
5.21小时的太空飞行______(the 21-hour space flight)
6.第六次________ (for the sixth time )
7.做第七次环行________ (do the seventh circle)
8.回到地球大气层_____ (return into the earth's atmosphere)
9.安全着陆________ ( land safely )
10.朝等待他的人群招手______ (wave to the crowds waiting for him)
知识探究
一.重点单词
1.separate vt.使分开，使脱离，使分裂，使隔离
Theory shouldn't be separated from practice.
理论不应该脱离实际。
England is separated from France by the English Channel.
英国和法国被英吉利海峡隔开。
vi.分开，分手，分离，脱离
We didn't separate till 8 o'clock.
我们到8点才分手。
adj.分开的，分离的，个别的，独立的
This is a separated group.
这是一个独立的团体。
We will go on separate holidays.
我们将分别去度假。
人教版高一英语必修四教案
一、导入新课
散文追求的境界是诗情画意，即具有诗一般的语言，画一般的意境，还有深蕴的人生哲理;我们今天要自主学习的这篇日本作家川端康成先生写的《花未眠》就是一篇融诗情、画意和哲理为一炉的绝妙好文。
二、感知课文
1、创设美好情境，进行配乐自读。
2、点拨：文章由一偶然的发现――海棠花未眠，联想开来，引发对人生和艺术的思考和感悟。由于花未眠，作者感受到人的一生中感受到的美是有限的，而自然的美是无限的;人们感受美的能力需要艺术品作为启迪，艺术美让人们更好地领略社会的真实美;发现美还得需要一定的条件。
文章形散神聚，画家雷诺阿的话、罗丹和玛伊约尔的作品、繁二郎的画、长次郎的茶碗、真正黄昏的天空等内容都是由“花未眠”引发的对艺术的感悟。
三、重点提示
鉴赏一些语言优美的散文，重在体味语言，这是把握意境的一把钥匙。本文语言优美，通过对语言的具体分析，使学生感知作者的美好的情怀。课后再找一些美文来体会。
1、如何理解“如果说，一朵花很美;那么我有时就会不由自主地自语道：要活下去!”这句话的含义。
点拨：海棠花怒放，作者从中感受到了它的旺盛的生命力，自己的生命意识受到了强烈震撼，他认识到一个人无论处在什么样的境地，有多少艰难困苦，都要努力地做下去，完成自己的人生美丽，所以，他说“有时就会不由自主地自语道：要活下去!”
2、如何理解“一朵花也是好的”这句话的含义?
点拨：从文中第三段中“花未眠这众所周知的事，忽然成了新发现花的机缘”句和文中“一件古美术作品，成了美的启迪，成了美的开光”句，结合起来看，这句话是从自然之物对于美的启迪说的，因而，这句话的意思是：“一朵花”也可以发展人感受美的能力，引发人发现自然之美，所以说“一朵花也是好的”。
3、文章第四段引述了雷诺阿、米开朗基罗的例子，其意图怎样理解?
结合上下文，应从对美的感受能力的角度来理解，并注意两人引言中的“死亡”及上文中的“无限”两词。“死亡”意味着终结，意味着“进步”的停止，它与前文中的“有限”是同样的意思。至此，作者引述两例的意图显而易见。
他的意图是：以这两个优秀的艺术家为代表，说明人对美的感受能力是有限的。
4、为什么说“它盛放，含有一种哀伤的美”?
点拨：海棠花怒放，向人展示了它全部的生命，全部的美，当然是美丽的，给人以美感;但花之盛放，也就意味着它的衰落、凋零，再加上川端康成深受日本传统美学中哀婉、幽玄、虚幻因素的影响，并且他的性格又有些忧郁，所以他认为盛放的花，“含有一种哀伤的美”。
四、深入了解
川端康成，日本小说家。186月14日生于大坂，19X年4月16日在工作室自杀身亡。
生平
川端康成2岁丧父，3岁丧母，7岁祖母亡，15岁时祖父亡，孤儿的遭遇使他的童年郁悲凉，也对他以后的文学创作产生了巨大影响。19X年9月，他进入东京大学英文系，第二年转入国文系。在大学期间，热心文学事业，积极参加编辑同人杂志《新思潮》(第六届)，并在该刊发表短篇小说若干篇，其中《招魂节一景》获得意处好评，打开了他走上文坛的大门。大学毕业后踏入文坛，成为专业作家。同年10月，他与横光利一等人共同创办同人杂志《文艺时代》。19X年5月《文艺时代》停刊后，川端又先后参加了《近代生活》杂志、十三人俱乐部和《文学》杂志的活动。进入30年代以后，日本军国主义势力疯狂推行战争政策。川端大部分时间过着半隐居的生活，继续写作几乎与战争无关的作品。
由于在创作方面不断取得成果，川端在战后获得了多种荣誉头衔和奖金奖章。19X年10月，瑞典决定将当年诺贝尔文学奖授给他，表彰他以卓越的感受和高超的技巧，表现了日本人内心精髓。19X年4月16日，川端康成在他的工室里用煤气自杀。
创作
川端康成一生写了100余部长篇、中篇和短入篇小说，此外还有许多散文、随笔、讲演、评论、诗歌、书信和日记等。他的创作，就思想倾向而言是相当复杂的，并且经历了一个颇为曲折的发展过程。他战前和战时的创作，可以大致归为两类：一类是描写他的孤儿生活，抒发他的孤独感情，描写他的失恋过程，抒发他痛苦感受的作品。《精通葬礼的人》、《十六岁的日记》和《致父母的信》等是这类作品的代表。由于所写的是他本人的经历和体验，所以往往具有描写细腻、感情真挚、激动人心的艺术效果;但也由于仅仅写他本人的经历和体验，并且自始至终充满低沉、哀伤的气息，所以思想高度和社会意义受到一定局限。
另一类是描写处于社会下层的人物，尤其是下层妇女(如舞女、艺妓、女艺人、女侍者等)的悲惨遭遇，表现她们对生活、爱情和艺术的追求的作品，《招魂节一景》、《伊豆的舞女》、《温泉旅馆》、《花的圆舞曲》和《雪国》等是这类作品的代表。这类作品比较真实地再现出这些被侮辱者与被损害者的不幸，比较充分地表达出她们的痛苦，作者对她们报以同情和怜悯。一般说来这类作品在思想价值上要超过第一类作品，其中如《伊豆的舞女》和《雪国》等名篇更是如此。
他战后的创作尤其复杂。一方面，他仍然沿着《伊豆舞女》和《雪国》的道路前进，继续写作表现人们正常生活和感情的作品，其中或反映出社会存在的某些问题，或表达出对普通人民的同情态度，或流露出作者积极健康的审美情趣，如《舞姬》、《名人》和《古都》等堪称代表。但另一方面，他又写出一批以表现官能刺激、色情享受和变态性爱为主题的作品，从《千鹤》、《山音》到《睡美人》、《一只胳膊》，他的作品、故事情节越来越离奇，在颓废的道路越走越远。
他的创作，从艺术表现来说也是相当复杂的，并且也经历了一个颇为曲折的发展过程。他在实际创作中存在着两种不同的倾向。有的作品采用纯新感觉派的写法，极力强调主观感觉，热心追求新颖形式，另有一些作品却没有采用纯新感觉派的写法，主要使用朴素、简洁的白描手法。
代末期和30年代初期，他又被新心理方义和意识流小说所吸引，相继写出两篇纯属模仿式的小说――《针与玻璃与雾》和《水晶幻想》;但后者中途辍笔，并且其后再也没有写过这类作品。由此可见，川端不满足于单纯模仿，不肯跟在别人后面亦步亦趋，决心另辟新径。所谓新径，就是将日本古典文学传统和西方现代派方法有机地结合起来的道路。经过长期探索，他在这条路上取得了很大的进展，获得了巨大的成功。
《琵琶行》教案（苏教版高一必修四）
一、教学目的: 1、欣赏并学习诗中运用形象比喻描写音乐的语言艺术，了解运用环境描写渲染气氛、烘托人物思想感情的表现方法。 2、认识封建社会造成琵琶女悲凉身世和诗人失意谪居的黑暗现实。 二、教学重点、难点: 1、重点: 第二诗段，以串讲为主。 2、难点: 对诗人思想感情的认识。 三、教学时数: 三课时 教学内容和步骤: 第一课时 一、预习提示：字词正音: 湓pén(江名)贾gǔ(商人) 思sì(名词，思绪)嘈cáo(声音粗重) 舫fǎng(船) 虾蟆hámó钿diàn(用金片做成的花朵形的装饰品)篦bì(用竹子做成的梳头用具)呕哑ōuyā(象声词，乐声嘈杂) 嘲哳zhāozhā(象声词，声音细碎) 二、作者简介及背景提示 白居易，唐代著名现实主义诗人，字乐天，晚年号香山居士，生于河南省新郑，青年时家境贫困，对社会生活及人民疾苦有较多的接触和了解。二十九岁中进士，官至左拾遗(谏官)。有兼济天下的理想，屡次上书针砭时弊。写下了《新乐府》、《秦中吟》为代表的讽喻诗，反映了劳动人民的痛苦生活，揭露了统治阶级的腐朽和罪恶。由于得罪了宪宗和官僚集团，被贬官。著有《白氏长庆集》七十一卷，今存书近三千首。在文学上白居易主张文章合为时而著，歌诗合为事而作，强调和继承我国古典诗歌的现实主义优良传统，反对嘲风月，弄花草而别无寄托的作品，是新乐府运动的倡导者，在文学史上有重要地位。作品以通俗流丽著称。《琵琶行》是我国文学史上著名的长篇叙事诗，是白居易的代表作品之一。初中学过他的作品《卖炭翁》。 三、词的相关知识 1、关于歌、行、引: 《琵琶行》原作《琵琶引》。白居易还有《长恨歌》。歌、行、引是古代歌曲的三种形式，后成为古代诗歌的一种体裁。三者的名称虽不同，其实并无严格区别。其音节、格律一般比较自由，形式都采用五言、七言、杂言的古体，富于变化。 2、关于小序: 诗前有一小序，共一百三十八字。扼要地交代了时间、地点、人物和故事的主要经过，概述了琵琶女的身世，说明了本诗的写作动机，定下了全诗凄切伤怀的感情基调。本诗是一篇抒情色彩很浓的长篇叙事诗。 四、课文分析鉴赏 元和十年(9)，予左迁(10)九江郡(11)司马(12)。明年秋，送客湓浦口(13)， 降职为秋天(我) 闻舟中夜弹琵琶者，听其音，铮铮然有京都声(14)。问其人，本长安 倡女(15)， 邻船的人 那琴声地发出京城乐曲的声调原来是 歌女 尝学琵琶于曹穆二善才(16)，年长色衰，委身(1)为贾人(2)妇。遂 过 向乐师年龄增长，容颜衰老 嫁给 作妻子(我)就 命酒(3)，使快(4)弹数曲。曲罢悯然(5)， 自叙少小 叫(手下人)摆酒 畅快 弹奏几支曲子弹完(她现出)忧郁的样子述说年轻 时欢乐事，今漂沦(6)憔悴，转徙于江湖间。予出官(7)二年， 事情漂泊沦落人瘦弱，面色不好看 辗转迁徙各地京官外调(已有) 恬然(8)自安，感(于)斯人言， 是夕始觉有迁谪意。 因为 自己觉得安然 (却)被这人的话感动了 才觉得被贬谪的失意之情 因此写了 长句(9)，歌(10)以赠之，凡六百一十六言(11)，命(12)曰《琵琶行》。 (这首)七言诗作歌 并送(给)他共字命名叫 全诗按时间顺序分为五段: 浔阳江头(13)夜送客，枫叶荻(14)花秋瑟瑟。 晚上，在边 秋风下， 响瑟瑟 第一层: 交代故事发生的时间、起因、自然环境，全诗一开始就笼罩着悲凉的气氛。 主人(16)下马客在船，举酒欲饮 无管弦(17)。 白居易 陪 走上酒杯 (却)没有(助兴的)音乐 醉不成欢惨(18)将别，别时茫茫江浸月。 (酒)欢乐悲伤分别(看到江面)月影映在江里 分析: 主人下马与客在船是互文，即主客都下马登船。 在远离京都的浔阳江边送客，这不是一般的离愁别恨: 暮色暗淡，更使人惆怅惜别；霜叶衰草，秋风萧瑟，更显出荒凉寥落；没有音乐助兴，只能对饮闷酒，借酒浇愁，更反映出失意谪居的冷落寂寞。一个惨字，直抒胸臆，真实表现了当时的场面气氛和人物心境。最后借用秋江月影，烘托出主客之间相对无言，黯然神伤的心情，形象说明诗人此时的哀愁就象那茫茫江水一样无边无际，此时的心绪就象江中破碎动荡的月影一样零乱。以上这些描写，为悲剧性的人物琵琶女的出场，创造了悲凉的气氛。 第二层: 写与客人饯别时的凄凉情景。 忽闻水上琵琶声，主人忘归客不发。 然听到面(飘来) 琴声 回去(也)出发 分析: 从侧面表现了琵琶曲强大的吸引力量。这两句，从感情上来说，是由抑郁到惊喜的一个转折；从结构上来说，起了承上启下的作用。先闻其声，后见其人。 第三层: 概括写出主客对忽然传来的琵琶声的神往。 第一诗段: 作者秋夜江边送客忽闻琵琶声。(诗的引子) 寻声暗(19)问弹者谁? 琵琶声停语欲迟(20)。 顺着轻声询问要回答，(又有些)迟疑 移船相近邀相见，添酒回灯(20)重开宴。 把船移近那船她上菜拿回盏新 千呼万唤始出来，犹抱琵琶半遮面。 声声(她)才(走)(却)还着遮住半边脸 分析: 寻问移添回开宴呼唤等一系列动词，生动地表现了诗人忽闻琵琶声和急欲见到弹奏者的迫切心情。诗人运用想象欲语迟、夸张千呼万唤始出来和行动描写犹抱琵琶半遮面，精炼而又细腻地表现了琵琶女此时矛盾复杂的心情。这中间有自惭身世，本不愿再向人献艺却又拗不过作者盛情相邀的不得已之情，也有在封建伦理道德观念束缚下的犹疑和顾虑。准确描绘了琵琶女真切的个性，复杂的心理和特有的神态。使读者如见其人，如见其态。 第一层: 写邀请琵琶女的经过。 转轴拨弦(22)三两声，未成曲调先有情。 动琴动琴(调音)三声两声没弹奏(就)含深 弦弦掩抑(23)声声思(24)，似诉平生不得志。 (一)低沉抑郁(的乐声)(一)愁思好倾一能 低眉信手(25)续续(26)弹，说尽心中无限事。 着头随连续拨伤心的事情 分析: 写琵琶女的调弦、音调、感受、神态，包含丰富的切身生活体验，为下文弹奏有情作铺垫，是情的根源。这里略写，预示以后琵琶女自叙身世的一段叙述。 轻拢慢捻抹复挑，(27) 初为《霓裳(1)》后《六么(2)》 轻轻地拢，慢慢地捻，一会儿抹，一会儿挑 先弹奏 弹奏 分析: 写指法，即演奏者对各种技法综合的、熟练地运用，达到炉火纯青的地步，接着写以高超的技巧所奏的名曲，然后对音乐展开大段描写。 大弦(3)嘈嘈(4)如急雨，小弦(5)切切(6)如私语。 粗如同(降临的)急雨细在低声私语 分析: 对比在不同弹法下产生截然相反的音乐效果。嘈嘈、切切，象声词，采用对比手法。 嘈嘈切切错杂弹，大珠小珠落玉盘。(7) 交错间杂弹奏(好象) 在 里 分析: 用大珠小珠落在玉盘来概括音乐的美。 间关莺语花底滑(8)， 幽咽(9)泉流冰下难(10)。 像黄莺在花下啼叫一样宛转流利像冰下泉水幽幽咽咽冷涩艰难 分析: 滑和难比喻声音的特色，滑指流利畅通，像善于歌唱的黄莺在花间鸣叫一样流畅、悦耳；难指滞涩阻塞，就像人低声哭泣，气咽声堵，又像冰下泉水，阻塞难通。幽咽，见杜甫《石壕吏》夜久语声绝，如闻泣幽咽。这是诗人想象中听到的声音。其特点: 如泣如咽，似断似续。 冰泉冷涩弦凝绝(11)，凝绝不通声暂歇。 像冰下的泉流寒冷滞涩，弦声渐缓似要断绝凝结不通弦声暂时停歇 分析: 形容声音越来越低沉，以至停歇。 别有幽愁暗恨生，此时无声胜有声。 另一种产生这时琴 分析:停止后，让听众想象和感受琵琶女的幽愁暗恨，因此暂时的寂静无声，比连续不断的铿锵之声更能撩拨人们的心弦，增加一层对比: 有声无声。 银瓶乍破水浆迸，铁骑突出刀枪鸣。(12) 突然破裂溅射爆发齐鸣 分析: 形容琴声在沉咽、暂停后忽然又爆发出激越、雄壮的乐音，是全曲的最强音。 乐曲旋律的变化:舒缓流畅逐渐沉咽间歇停顿激越雄壮。 曲终收拨当心画，(13)四弦一声(14)如裂帛。 乐曲终了用拨子对着(琵琶)中心划一下四根琴弦响象撕裂绸帛 画通划 分析: 写乐曲收束时的动作和声音。 第二层: 弹奏琵琶的过程。(全诗描写重点，最精彩的地方) 东船西舫悄无言，唯见江心秋月白。 船静悄悄话声只看见一轮秋月淡白 分析: 用精炼的.笔墨，突出琵琶感人的艺术效果。 第三层: 听众的反映。 为什么演奏完毕，要添上这两句? 1、为了突出音乐效果。 悄无言比报之以热烈的掌声或喝彩声更好，这就是一种此时无声胜有声。乐曲引人入胜，感人肺腑，它虽然结束了，但听众还是曲意未尽，仍然沉浸在动人的音乐中，神情恍惚，如醉如痴。这是一种最好的艺术反应，在大段的直接描写之后，续以这两句精练而意味深长的间接描写，更突出了音乐的魅力, 是画龙点睛之笔。 2、为了深化诗歌的意境。 它把动态的音乐凝固在静态的画面里，曲终已经收拨，乐声已经消逝，但人们的欣赏活动仍在继续。眼前是江水茫茫，无边无际，四周寥落，万籁俱寂，中天一轮明月，江心倒映一派光辉。人们凭着诗意的想象，似乎感到这秋凉的夜色中弥漫着音乐的气氛，这粼粼的波光中荡漾着动人的旋律。总之余音绕梁，不绝如缕。这两句诗里，情和景，意和景，悲怆的乐曲和凄清的画面都融为一体，这种以景结情的写法，颇有言有尽而意无穷之妙。 第二诗段: 写琵琶女弹奏琵琶的情景，着重表现琵琶女的高超技艺和琵琶声所流露的幽愁暗恨。 第 二 课 时 一、课前背诵引入 二、课文鉴赏分析 1、听读课文 2、分析课文 沉吟(15)放拨插弦中，整顿衣裳起敛容(16)。 片刻把拨子放插琴弦之中理现出正容 第一层: 过渡句，琵琶女由弹奏结束到准备自叙时的动作和神情。 自言本是京城女，家在虾蟆陵(17)下住。 说(她)子居住 十三学得琵琶成，名属教坊(1)第一部。 成弹奏名字列在 最前一部 曲罢曾教善才服，妆成每被秋娘(2) 妒。 一曲弹完使琵琶名手叹服上妆后常常美貌歌伎嫉妒 五陵年少(3) 争缠头(4)，一曲红绡不知数。(5) 京城富《罗密欧与朱丽叶》教案 (人教版高一必修四)
教学目标：1、品味本文诗化的语言，理解人物对话中比喻、排比等修辞方法的使用对表现人物性格所起的作用。揣摩人物语言的个性化，体会人物的内心情感。
2、通过本文的学习，认识到在封建社会，由于封建思想和势力对青年男女爱情和婚姻的摧残和破坏而酿成的悲剧及其社会意义。同时也了解并感受一下青年男女为了争取美好的爱情和婚姻所做的努力和斗争。结合现代的社会实际，树立正确的爱情和婚姻观。
3、学习欧洲戏剧的代表作品，通过莎士比亚这个剧本领会人文主义理想。
教学重点：理解剧中的人物形象
教学方法：感悟和讨论相结合
教学课时：两课时
二、教学设想：
本文的欣赏重点是品味作品诗化的语言，体会人物的思想感情，同时把握剧作的矛盾冲突，理解作品的主题。
教学步骤：
一、导入：
(一)导入新课
爱情是文学作品永恒的主题。
经典爱情，是青油孤灯下的泛黄的线装书，它需要读到地老天荒海枯石烂；经典爱情，是孟姜女万里寻夫送寒衣，它忠贞的`泪水足可以哭倒长城；经典爱情，是王宝钏寒窑中的爝火，它虔诚的热力足以消融武夫的铁石心肠；经典爱情，是罗密欧与朱丽叶饮鸩而亡，同栖一穴魂灵的矢心不二，之死蘼它；经典爱情，是哭瞎眼睛的阿炳的二泉映月；也是简爱对罗彻斯特远隔千里的呼唤…………经典爱情在追求的过程中透出美丽，它使“等待”比“获得”更具魅力。经典爱情的琴弦上常常谱满离恨曲，经典爱情的花笺上每每写满断肠诗。
杨永慧
《蜀道难》教案（苏教版高一必修四）
教学目标 1．了解作者、整体感知诗的寓意。 2．结合诗歌内容讲解诵读要求。 3．了解李白的放达。 教学重点 指导诵读、指导学生欣赏散文化诗句。 教学难点 诗歌内容的鉴赏 教学安排 两课时 教学过程 第一课时 一．导入 出示名句： 长风破浪会有时，直挂云帆济沧海。 俱怀逸兴壮思飞，欲上青天揽明月。 抽刀断水水更流，举杯消愁愁更愁。 1．学生朗读，指出作者。 …… 李白 2．回忆李白诗中的一些名句。 山随平野尽，江入大荒流。 我寄愁心与明月，随风直到夜郎西。 浮云游子意，落日故人情。 举杯邀明月，对影成三人。 3．简介李白。 …… 李白 (701--762)，字太白，号青莲居士，唐代伟大的浪漫主义诗人。被称为“诗仙”，代表作《蜀道难》、《行路难》、《静夜思》、《早发白帝城》等。 4．教师补充： “诗仙”来历，源自他写《蜀道难》。 李白是个有远大政治抱负的人，“安世济民”是他一生的愿望。他的命运开始于漫游，也结束于漫游。天宝元年 (公元472年)，李白被唐玄宗征召进京。他兴高采烈地来到了长安，认为实现“济苍生”“安社稷”的时机已经到来。但到了长安，得了个侍御闲职，不能施展政治才干，加上当时的最高封建统治集团昏庸腐败，李白 不甘趋炎附势，因此不到三年就被赶出了长安。冷酷的现实粉碎了他不切实际的幻想。李白在极度悲愤惆怅的心情下，离开了京城，重新继续他的漫游生活。 《蜀道难》写于李白第一次到长安时。他袭用乐府古题，展开丰富的想象，着力描绘了秦蜀道路上奇丽惊险的山川，透露了对社会的某些忧虑与关切。当时著名诗人贺知章前往探望，首先见到了《蜀道难》，赞叹不已，连连称赞说“谪仙呀谪仙！” 后人就开始称李白为“诗仙”。 纵观李白的诗歌创作，浪漫俊逸，豪放自然，尤其是他善于想象和夸张，使诗歌气势磅礴，后人称赞他的诗“笔落惊风雨，诗成泣鬼神”。关于这点我们已经在已经学过的诗句中感悟到，如： 飞流直下三千尺，疑是银河落九天 床前明月光，疑是地上霜 白发三千丈，缘愁似个长 今天我们来学习他的《蜀道难》，再来感受他这种恣肆汪洋的浪漫主义风格，以及他寄托于其中“济世救民”的思想。 ――板书：蜀道难 李白 二．指导学生朗读课文 先让一个同学朗读。 …… 教师指导以下几点。 1．正音。给下列词语注音并注意写法。 噫吁健yīxūxī鱼凫fú石栈 zhàn猿猱náo萦岩峦yíng扪参ménshēn 抚膺yīng f岩chán 飞湍 tuān喧Yhuī凋朱颜diāof崖pīng 崔嵬cuīwíi 咨嗟zījiē 2．再请一个同学朗读。 …… 从李白豪迈磅礴的写作气势上看，这位同学读得怎么样？ …… 文章主要是运用多种手法，从多个角度突出蜀道的难，这个“难”指行走艰难，出入不便，应该在诗句中已经反复表达出了作者着这“难”的感叹，大家说，哪些句子表达了作者的感叹之情？ …… ①噫吁剑危乎高哉！蜀道之难，难于上青天 ②蜀道之难，难于上青天，使人听此凋朱颜 ③蜀道之难，难于上青天，侧身西望长咨嗟 3．指导朗读。 这三句话采用反复的修辞手法，表达了作者对蜀道之难的感叹之情。但是这三次感叹对蜀道艰难的表达角度（特点）却是不一样的，请同学们结合上下文，谈谈自己的看法 …… 第一句感叹蜀道的“高危”，在全诗的开头，为全诗奠定了雄放的感情基调，也领起下面四句神话传说。所以要读得很有声势，特别是“噫吁唏”三个感叹词重叠，更加重的惊异之感，所以要读得高亢。 教师读：噫吁戏，危乎高哉！蜀道之难，难于上青天。蚕丛及鱼凫，开国何茫然！尔来四万八千岁，不与秦塞通人烟。 西当太白有鸟道，可以横绝峨眉巅。地崩山摧壮士死，然后天梯石栈相钩连。 学生读（反复读）：…… 第二句感叹蜀道的“惊险”。“使人听此凋朱颜”，听了这些内容后，不禁使人红润的容颜都为之凋伤憔损，它总结前面7句，要读得慢而伤感，要低调。 教师读：上有六龙回日之高标，下有冲波逆折之回川。黄鹤之飞尚不得，猿猱欲度愁攀援。青泥何盘盘，百步九折萦岩峦。扪参历井仰胁息，以手抚膺坐长叹！问君西游何时还？畏途f岩不可攀。但见悲鸟号古木，雄飞雌从绕林间。又闻子规啼夜月，愁空山。蜀道之难难于上青天，使人听此凋朱颜！ 学生反复读：…… 特别是：尚不得、愁攀援、何盘盘、坐长叹、何时还、悲鸟号古木，子规啼夜月。 第三句感叹蜀道的“凶险”。它总结了上面8句，要读得缓慢、深沉，读出感叹来。 教师读：连峰去天不盈尺，枯松倒挂倚绝壁。飞湍瀑流争喧Y，f崖转石万壑雷。其险也如此，嗟尔远道之人。胡为乎来哉！剑阁峥嵘而崔嵬，一夫当关，万夫莫开。所守或匪亲，化为狼与豺。朝避猛虎，夕避长蛇。磨牙吮血，杀人如麻。锦城虽云乐，不如早还家。蜀道之难难于上青天，侧身西望长咨嗟！ 学生读：…… 4．听课文录音朗读。 …… 5．学生齐读。 三．小结。 诗人袭用乐府古题，以丰富的想像、奔放的语言、雄健的笔调生动地描绘了秦蜀道路上奇丽惊险的山川景色。 诗人表面写了蜀道的艰难，其实写了人生旅程的艰难，寄予了对国事的忧虑和担心。 诗风气势磅礴，风格豪放，险中见奇，展现了诗人杰出的艺术才能和丰富的想像力。朗读时应读出这样的气势。 第二课时 主要是对诗歌内容进行赏析，并体会李白丰富的想象力，夸张渲染等恣肆的手法。同时感悟诗歌寓意。 一． 复习回顾。 昨天我们初步感受李白丰富的想象力，运用夸张等手法描述了蜀道之难，感悟了诗人一叹三咏（又称反复）的艺术手法。这并非简单的重复，大家来看，主旨句“蜀道之难，难于上青天”的每一次出现，或前或后总有一个提示内容的“副句”伴随着它： ①噫吁戏，危乎高哉！蜀道之难，难于上青天。副句“噫吁嘻！危乎高哉”写诗人仰望蜀道时发出的感叹，突出地表现了蜀道的高不可测，正是为下文写太白鸟道、天梯石栈、高标回日、扪井历参等张本。 ②蜀道之难，难于上青天，使人听此凋朱颜。副句“使人听此凋朱颜”颇有“谈虎色变”之叹，意在说明蜀道是“惊险”，不可轻易前往； ③蜀道之难，难于上青天，侧身西望长咨嗟。副句“侧身西望长咨嗟”既形象地概括了上文说的剑阁形势之险和蜀中战祸之烈，又跟开篇“噫吁嘻！危乎高哉”一句相照应，更显得意味深长，以此结束全诗，可以使读者兴无穷之叹，将“蜀道之难”的全部内容概括无余。 诗人在继承前人创作的基础上，有了自己的发展和创新。 二．探索作者丰富的想象，运用夸张渲染的手法。 读这首诗，如从画廊经过一般，一幅幅动人的画面接连不断地出现在你的眼前，它们那阔大的意境，那逼人的气势，使你怵目惊心，叹为观止。 接下来我们来探索作者这种独特的“大气”。 1．我们先看第一节（朗读）： 噫吁戏，危乎高哉！蜀道之难，难于上青天。 蚕丛及鱼凫，开国何茫然！ 尔来四万八千岁，不与秦塞通人烟。 西当太白有鸟道，可以横绝峨眉巅。 地崩山摧壮士死，然后天梯石栈相钩连。 这一节里，诗人主要是运用丰富的想象，突出蜀道的“高危”。那么，他又是怎样进行想象的呢？ …… 这一层写蜀道来历：蚕丛鱼凫开国，五丁开山两个神话传说写出了蜀道悠远的历史和神奇的来历。写出历史上蜀道的不可逾越。 2．再看第二节（朗读）： 上有六龙回日之高标，下有冲波逆折之回川。 黄鹤之飞尚不得，猿猱欲度愁攀援。 青泥何盘盘，百步九折萦岩峦。 扪参历井仰胁息，以手抚膺坐长叹！ 问君西游何时还？畏途f岩不可攀。 但见悲鸟号古木，雄飞雌从绕林间。 又闻子规啼夜月，愁空山。 蜀道之难，难于上青天，使人听此凋朱颜！ 这一节里，诗人虚实相映，通过摹写神情、动作以及感觉突出了蜀道的`惊险。那么诗人又是用什么有映衬？摹写了怎样的神情、动作和感觉？ …… 虚写映衬：黄鹤不得飞渡、猿猱愁于攀缘――映衬人行走难上加难。 摹写神情、动作：手扪星辰、呼吸紧张、抚胸长叹、步履艰难、神情惶悚――困危之状如在眼前。 摹写感觉：古木荒凉、鸟声悲凄(悲鸟号古木，子规啼夜月)――使人闻声失色，渲染了旅愁和蜀道上空寂苍凉的环境氛围，有力地烘托了蜀道之难。 3．再看第三节（朗读）： 连峰去天不盈尺，枯松倒挂倚绝壁。 飞湍瀑流争喧Y，f崖转石万壑雷。 其险也如此，嗟尔远道之人。 胡为乎来哉！剑阁峥嵘而崔嵬。 一夫当关，万夫莫开。 所守或匪亲，化为狼与豺。 朝避猛虎，夕避长蛇。 磨牙吮血，杀人如麻。 锦城虽云乐，不如早还家。 蜀道之难难于上青天，侧身西望长咨嗟！ 这一节中作者再运用了夸张和联想，突出了蜀道的凶险。那么，作者运用了哪些夸张和联想呢？ …… 运用夸张：“连峰去天不盈尺”“枯松倒挂倚绝壁”――极言山峰之高，绝壁之险，渲染了惊险的气氛。 运用联想：一夫当关，万夫莫开。所守或匪亲，化为狼与豺。朝避猛虎，夕避长蛇。磨牙吮血，杀人如麻――极言蜀道的凶险。 4．学生朗读，再体会李白这种恣肆汪洋的写法。 …… 5．教师小结： 李白对自然景物不是冷漠地观赏，而是热情地赞叹，他或夸张或想象，虚虚实实，充满了浪漫主义色彩，让我们透过奇丽峭拔的山川景物，仿佛看到诗人那“落笔摇五岳，笑傲凌沧州”的高大形象。这就是李白，一个“大气”的李白！ 三．简单探索诗歌的寓意。 结合之前讲过的背景： 李白怀着“济世救民”的远大抱负应召来到长安，可是唐玄宗却只给了他一个闲职。李白的满腔报复顷刻化为乌有。于是有了这篇创作。所以，文章多少总要寄托当时的一点心情：或失落，或困惑，或担忧。你能找得出这样的诗句么？ …… 1．诗人描写了这个险象环生的蜀道，本身就有寄寓。暗示社会在风云变幻，险象丛生 2．第二节中作者来到蜀道时的感触：悲鸟悲鸟号古木，子规啼夜月，愁空山等就有寄寓。暗示自己当时失落，悲观的心情。 3．“问君西游何时还”“锦城虽云乐，不如早还家”暗示自己对长安官场的恐惧，既想入仕，以实现“济世救民”的理想，又担心官场险恶，不能功成身退教学目标
1.解韩愈关于尊师重道的论述和本文的思想意义。
2.学习借鉴本文正反对比的论证方法。
3.积累文言知识，掌握实词“传、师、从”，虚词“以、也、则、于、乎、所以”等词语的意义和用法，区别古今异义词语。
4.树立尊师重教的思想，培养谦虚好学的风气。
教学过程
第一课时
一、导入新课
孔子说：“三人行，必有我师焉，择其善者而从之，其不善者而改之。”在中国，自古以来就有从师的风尚，但是唐朝时候，人们却以从师为耻。柳宗元《答韦中立论师道书》说：“今之世，不闻有师;有辄哗笑之，以为狂人。独韩愈奋不顾流俗，犯笑侮，收召后学，作《师说》，因抗颜而为师;世果群怪聚骂，指目牵引，而增与为言辞。愈以是得狂名。”韩愈倡言师道，触犯流俗、勇气可嘉。今天，我们就来学习这篇的文章《师说》。
二、作者介绍
韩愈(768-824)，字退之，唐代河南河阳(今河南孟县)人，文学家、哲学家、古文运动的倡导者。和柳宗元一起提出“文以载道”、“文道结合”的观点。著有《昌黎先生文集》四十卷，其中有许多为人们所传诵的优秀散文。他的散文，题材广泛，内容深刻，形式多样，语言质朴，气势雄壮，因此后世尊他为唐宋八大家之首。
三、解题
“说”是一种议论文的文体，可以先叙后议，也可夹叙夹议。“说”与“论”相比要随便些。像《捕蛇者说》《马说》都属“说”一类文体。“说”，古义为陈述和解说，因而对这类文体，都可按“解说……的道理”来理解。《师说》意思是解说关于“从师”的道理。
四、研习课文
1.整体把握，理清思路。
(1)学生自读课文，查字词典疏通文字，并根据注解初步弄清文章的含义。教师巡回指导。
(2)请学生统计本课的生难字词，并注音解释，可将有关的内容整理在笔记本上，教师请两位同学到黑板上将自己整理的内容写出，然后全班同学一起订正、补充。
2.具体研习，突出重点难点。
(1)请学生自由翻译课文，要放声翻译，提倡讨论。
(2)学生相互讨论，将自己的疑难问题提出，以求教于周围同学，最后全班统一讨论，请同学向全班学生和老师询疑问难，教师或引导学生回答，或亲自回答。
(3)学生朗读课文。
(4)教师范读课文。
(说明：本课主要任务是在理解写作背景、熟悉作家的基础之上把握文意，以学生自学为主，培养其独立阅读浅易文言文的能力;诵读也是学习语文的重要方式，通过诵读可以使学生进一步体会文章的思想内容与艺术风格。)
五、布置作业
完成课后练习第一题。
【教学目标】
1.理解《离骚》的思想内容，了解屈原忧国忧民、献身理想的爱国主义情感。
2.了解《楚辞》、《离骚》的文学价值;
3.吟诵注意节拍、重读和情感，培养学生阅读背诵古诗文的能力。
【教学重点、难点】
1.“香草美人”的意象体系。
2.屈原的精神与理想在诗中的体现。
【教学方法】讲授法、诵读法。
【教具】配音朗读磁带、投影胶片。
【教学时间】两课时。
第一课时
一、导入
毛泽东诗词导入。
二、屈原及相关简介
结合注释了解屈原，由学生回答，老师补充。
1.屈原作品
2.关于楚辞
三、结合背景知识释题
“离骚”二字，古来数种解释：
1.司马迁：遭受忧患的意思。“离”通“罹”，遭遇;“骚”，忧愁。“离骚”即作者遭遇忧愁而写成的诗句。(班固亦同)
2.王逸：离别的忧愁。“离，别也。骚，愁也。”
——因司马迁距屈原年代未久，故司马迁的说法最可信。
另外还有认为“离骚”二字当释为“牢骚”的。
又有认为《离骚》和《劳商》“同实而异名”，是楚地歌曲名称。(游国恩)。
还有以离骚为“排解忧愁”之意。(钱钟书)
四、诵读
1.播放录音范读，正音;
2.学生朗读，要求：
把握诗的节奏：《离骚》本来是用楚地曲调吟诵的，音乐性很强，诵读时首先要划分好节奏。诵读时，上分句末字“兮”，犹如现之“啊”，读音要稍长，押韵的字要重读，反复练习，直至口熟。
体味诗的情感：朗读时还要把握每一节的主旨，一节一节地读，边读边体会诗人的感情。
五、《离骚》知识点梳理：(多媒体展示，学生借助课下注释，小组合作疏通句子)
1.重点词语2.通假字3.一词多义4.词类活用5.古今异义的词6.句式7.难句翻译
六、阅读理解
1.讨论：在述怀和反省中，有哪些诗句能表现出诗人高尚品德和爱国情怀?
明确：伏清白以死直兮，固前圣之所厚。(刚正不阿，一身正气)
民生各有所乐兮，余独好修以为常。(洁身自好，自我完善)
亦余心之所善兮，虽九死其犹未悔。(坚持真理，献身理想)
长太息以掩涕兮，哀民生之多艰。(忧国忧民，热爱祖国)
2.了解“香草美人”的象征方法
香草、美人是《离骚》中最引人注目的两类意象。美人一般被解释为比喻，或是比喻君王，或是自喻。香草作为一种象征物，它一方面指品德和人格的高洁，另一方面与恶草相对，象征着政治斗争的双方。总之，《离骚》中的美人香草意象构成了一个复杂而巧妙的象征比喻系统，使得诗歌蕴藉而生动。
七、总结
屈原是我国文学第一个伟大的爱国诗人，他开创了诗人从集体歌唱到个人独立创作的新时代。屈原以他爱祖国、爱人民的高贵品格，以他创作的光辉灿烂的诗篇，对中国人民的精神面貌、对我国文学优秀传统的形成都产生了极大的影响，在我国文学史的发展上有着崇高的地位。楚辞影响深远，只有《诗经》可与之相比。《诗经》和《楚辞》所开辟的现实主义和浪漫主义的创作道路，二千年来一直为我国优秀的作家所继承和发扬。刘勰在《文心雕龙?辨骚》中说：《离骚》“衣被词人，非一代也。”对《离骚》予以高度评价：“惊采绝艳，难于并能。”
八、布置作业
1.诗人讴歌、追求的是怎样的理想?(找出诗句，并稍加阐述)
2.你最喜爱哪些诗句?在这些诗中，诗人抒发了怎样的感情?对你有什么启示?
3.《离骚》是“楚辞”的代表，读了课文你能否概括“楚辞”的体裁特点?它与《诗经》在表现形式上有什么不同?
教学目标
1、品味本诗形象、抒情的语言，把握这首诗的情感美和艺术美!
2、体会诗作蕴含的深刻思想内容及诗人对爱情真诚无私的奉献精神，领会作者追求美好爱情的执着而纯洁的感情。
教学重点及难点
1、教学重点：感受诗中蕴含的美好情感，把握诗中的意象和对比手法以及诗歌每节的关系;
2、教学难点：画面感与抒情性的结合;正确理解诗人的情感。
教学过程
一、导入
在西方一般在什么地方举行婚礼?——教堂
由谁来主持婚礼呢?——神父、牧师
新郎新娘站在神父面前，让众人见证他们爱的誓言，有谁知道这段誓言是怎么说的?(神父会问他们什么?)
“你是否愿意娶这为小姐为妻，按照圣经的教训与她同住，在神面前和她结为一体，爱她，安慰她，尊重她，保护她，像爱自己一样，不论她生病或健康，富有或贫穷，始终忠于她，直到她离开世界?”
这时新娘会怎么回答?——“我愿意。”
我相信无论是谁在那神圣而庄严的时刻都会毫不犹豫地说出那三个字。
我们今天要学习的《我愿意是急流》是一封热恋中的男子写给未婚妻的告白情书。
这封情书的作者还有一首大家非常熟悉的小诗《自由与爱情》，大家能背给老师听听吗?“生命曾可贵，爱情价更高。若为自由故，二者皆可抛”。
大家知道这位作者是谁了吗?对了，他就是匈牙利诗人裴多菲。
(板书：我愿意是急流裴多菲——献给未婚妻森德莱·尤丽娅)
二、作者简介
裴多菲(1823——1849)19世纪匈牙利最伟大的诗人，资产阶级民主主义革命家。他出生于一个贫困的屠户家庭，从小过着困苦的生活，做过演员，当过兵。最后在与沙俄战斗的战场上为国牺牲，年仅26岁。身后留下22岁的妻子和1岁半的幼子。他短暂的一生共写了800多首抒情诗和9首长篇叙事诗，被誉为匈牙利“抒情”。
在匈牙利文学发展，裴多菲占有独特的地位。他奠定了匈牙利民族文学的基石，继承和发展了启蒙运动文学的战斗传统，被誉为“是在被奴隶的鲜血浸透了的、肥沃的黑土里生长出来的‘一朵带刺的玫瑰’”。
三、写作背景
那他是在什么背景下写的这首诗呢?这里面有一个关于冲破世俗束缚的爱情故事。
1846年9月，23岁的裴多菲在舞会上结识了伊尔诺茨伯爵的女儿森德莱·尤丽娅，这位身材修长，有浅蓝色眼睛的美丽姑娘的清纯和率真，使年轻诗人一见倾心，而拥有大量土地庄园的伯爵却不肯把女儿嫁给裴多菲这样的穷诗人。面对阻力，裴多菲对尤丽娅的感情仍不可抑制，在半年时间里写下了一首又一首情诗，如《致尤丽娅》《你爱的是春天》《我是一个怀有爱情的人》《凄凉的秋风在树林中低语》等，这些抒情诗中的珍品鼓动尤丽娅冲破父亲和家庭的阻拦，在一年后同裴多菲走进了婚礼的殿堂。
今天我们要学习的这首诗——《我愿意是急流》，就可以看出他对自己爱情的深情表达.
四、分析诗歌
给大家2分钟时间自己默读(学生自读，并带着问题思考)
品读第1节
1、学生朗读第1节，要求读出感情。(用舒缓、深沉、愉悦的语调朗读。)
点评：“我愿意是”部分要读得坚定、激昂;“只要我的爱人”部分要读得轻柔、欢快。
2、为什么作者说：我愿意是崎岖路上的“急流”，而不是平坦路上的河流?
崎岖路上的“急流”有什么特点呢?
弯弯曲曲、千回百转，所以这个过程是艰辛痛楚的。
那小鱼在水中“游来游去”又是什么感觉?
悠闲、快乐、活泼、活蹦乱跳、自由自在的。
那平坦路上的河流是怎样的呢?
缓缓的流，没有遭遇任何困难。
刚才我们说背景的时候说过，作者与爱人在一起时，家人是什么态度呀?不赞成的对不对?也就是说，他们的爱情是有阻力的，不是一帆风顺的。
所以“崎岖”和“快乐”形成对照，小鱼在水中“游来游去”是悠闲欢快的，而急流、小河在崎岖的小路上跋涉是艰辛痛楚的。这写出了为使爱人安逸，而不畏风雨，说明作者为了爱人的快乐，甘愿面对崎岖，经历艰难险阻，承受痛楚。
板书：急流、小河(坎坷)——小鱼(快乐)
品读第2节
1、指名朗读，要求用舒缓、深沉、愉悦的语调朗读。
2、“我愿意是荒林”，把“荒林”改成“森林”如何?
不行。为什么呢?
“荒林”有什么特点?
树木稀少，叶子凋落.
那这时如果一阵狂风吹来，小鸟会怎样?
小鸟的鸟巢可能会被吹落，小鸟可能会受伤。
那这个时候，荒林对狂风的作战则充满了危险，荒林需要什么?勇气对不对，所以“荒林”要保护小鸟(爱人)就更困难。
小鸟在树上“做窠”“鸣叫”，这种生活充满了什么?
愉快、安逸。
那森林又有什么特点呢?
树木茂盛，枝叶繁多，如果小鸟在这么茂密的树林生活，体现不出爱的决心和勇气。
所以“勇敢地作战”和“做窠”“鸣叫”形成对照。小鸟“做窠”“鸣叫”的生活愉快而安逸，而荒林对狂风的作战则充满了危险。但只要爱人生活的幸福，诗人甘愿冒着危险挑战狂风。显示出“我”的勇气和决心。
3、“对一阵阵的狂风，勇敢地作战……”改为“一阵阵的狂风，被我挡在外边……”，所表达的感情深度与原句是否相同?
不同。狂风来了，“我”勇敢的作战，这是什么句?主动句还是被动句?
主动句。那改后的句子“狂风来了，被我挡在外边”是什么句式呢?
被动的。原句表达了“我”主动、勇敢的一面，显示出直面斗争、保护爱人的决心和勇气。改后的句子是被动的。就比如说：你主动去爱一个人，和一个人追求你，你才去爱他，这两种感情，哪一个程度更深?
板书：荒林(艰辛)——小鸟(幸福)
品读第3节
1、指名朗读，要求用舒缓、深沉、愉悦的语调朗读。
2、“我愿意是废墟，在峻峭的山岩上”，作者为什么这样比喻自己?
大家都见过藤吧?藤是一种什么植物?——攀附类植物
它能靠自己的力量站立吗?——不能、很难。
一般我们在什么地方可以看见藤?——树上、墙上
常春藤攀援上升充满了什么?——生命的`活力。
废墟是它上升成长的依靠，而废墟自身却要一步一步走向衰亡，但只要爱人的生命之
“藤”常青，诗人甘愿“荒凉”甚至“毁灭”。
所以“毁灭”“荒凉”和“攀援上升”形成对照。常春藤“攀援上升”充满了生命的活力，废墟是它上升成长的依靠，而废墟自身却要一步步走向衰亡。这里写出了为使爱人青春永驻，而甘愿牺牲自己。这样表达出“我”对爱人毫无保留的付出，毫无保留的爱。
板书：废墟(荒凉)——常春藤(美丽)
品读第4节
1、指名朗读，要求用舒缓、深沉、愉悦的语调朗读。
2、作者把自己看成是饱受风雨打击的草屋，把爱人看作是可爱的火焰，透露出了“我”对爱人怎样的态度和感情?
燃烧的火焰遇到风、遇到雨会怎样?——熄灭。
那草屋起到的是什么作用呢?——可以遮风挡雨。
所以说安身于草屋内火炉里的火焰，他可以这么“愉快地缓缓闪现”着，而不被熄灭，它的这种安全感来自于什么?
这一份安逸和满足来自于草屋的庇护。
所以“饱受风雨的打击”和“愉快”形成对照。安身于草屋内火炉里的火焰避开了户外风雨的危险，“愉快地缓缓闪现”，这一份安逸和满足来自于草屋的庇护。而草屋自身却要“饱受风雨的打击”。这透露出了“我”对爱人小心呵护和倍加珍视的态度和感情。
板书：草屋(打击)——火焰(愉快)
品读第5节
1、指名朗读，要求用舒缓、深沉、愉悦的语调朗读。
2、作者为什么用“破旗”来比喻自己?
在你的印象中，一面新旗是怎样的?——鲜艳、漂亮
那“破旗”呢?——褪色、破破烂烂的、有洞、有流苏(须须)
破旗的形象这么不好，你认为“破旗”意味着什么?——丑陋、失败。
为了衬托出爱人的美丽，表现一种悲壮感人的爱情。
3、“只要我的爱人，是珊瑚似的夕阳……”———将“夕阳”改为“朝阳”好不好?为什么?大家可以联系诗中比喻“爱人”的“小鱼”、“小鸟”、“常春藤”、“火焰”这些形象，说说你的看法。
文中说“珊瑚似的夕阳”显示出的是什么?
有句话叫“夕阳无限好”，大家认为夕阳美不美?
显出了“鲜艳的辉煌”。
天上的云朵有什么特点?——飘忽不定
那云朵、破旗在广漠的空中飘来飘去给人什么感觉?
一种居无定所的漂泊和苍凉。
那“朝阳”给人的感觉又是什么形象?
大家想想夏天的太阳，早上X点的时候，是不是就已经很热了?
夕阳比较柔和，朝阳火辣辣的，过于壮丽，这样与诗中前面提到的的“小鱼”、“小鸟”等形象就不协调。
所以“飘来飘去”和“鲜艳的辉煌”形成对照。“珊瑚似的夕阳”显出了“鲜艳的辉煌”，这是生命的辉煌，而云朵、破旗在广漠的空中飘来飘去却是一种居无定所的漂泊和苍凉。这里写诗人只要能衬托出夕阳的辉煌，诗人甘愿漂泊。
板书：云朵、破旗(孤独)——夕阳(柔和)
五、朗读全文，并总结。
这首诗以朴素明朗而又隽永清新的语言，唱出了一个诗人的真诚与善良,所以我们在朗读的时候，语速应该舒缓些，要注意诗句的节奏，读得抑扬顿挫，要注意读出舒缓、深沉、愉悦的语调，读出诗中积极、昂扬、热烈的情感。
1、刚才大家带着自己的感情读过了，我们一起来回顾一下，诗中比喻自己用了哪些事物?
“急流”、“小河”的百折千回,“荒林”的艰辛作战，“废墟”的付出、牺牲,“草屋”的孤独处境,“云朵”、“破旗”的浪迹天涯。这一切都含蓄地体现出主人公刚毅不屈的性格和对爱情坚贞不渝的追求。
2、诗中比喻爱人的事物也值得回味，都有哪些?
“小鱼”的活泼自由,“小鸟”的欢乐天真,“常春藤”的永不枯衰,“炉火”的温暖,而珊瑚似的夕阳“不但美丽迷人,还能给人带来光明和憧憬。”
3、诗人是用哪些词语将这几组意象联系在一起的?
诗中用“我愿意是……”和“只要我的爱人”将两类意象联系在一起。这样写表现了诗人对爱情的忠贞和献身精神。
板书：我愿意是……只要我的爱人
4、通过分析，诗人在这首诗中表现的是什么样的爱情观?
自己愿意承受艰辛，承受痛苦，承受毁灭，只要爱人因此获得快乐、幸福、美丽、安宁。
作者选择了五组富于深意又相互对立的意象来表现主题，比喻“我”和爱人之间的那种依靠与被依靠、抚慰与被抚慰的如胶似漆的关系，形象而深刻的体现了诗人纯洁、热烈而执着的爱情观，不管自己的命运多么坎坷、险恶,只要是为了爱人,就会感到幸福，从而表达了诗人甘为陪衬，甘愿为爱人的幸福奉献一切，无怨无悔，对爱情忠贞不渝的炽热情感。
板书：爱情观：无私奉献、执着热烈、无怨无悔。
5、一组意象就已能表达诗人对爱情的态度了，诗人为什么还要选择这么多意象呢?
一组意象虽然能表达诗人对爱情的态度，但不够强烈。五处对照具有强烈的感人力量，其作为比喻的自然现象包罗万象，丰富多彩：上至广漠的天空，下至河流山谷，大至山崖废墟，小至一鸟一鱼，意境开阔，画面舒展。这不仅展现出诗人自由，开朗，奔放的襟怀，也将诗人的爱情表白推向一个更高的境界。
而且，这五组意象层层递进，相互对照交融，既表现了诗人为了“至爱之人”甘愿冒着危险挑战狂风的精神，又使得那男子汉的气魄和宽广的胸襟在无私无悔的爱的倾吐中得以升华，产生崇高悲壮的人格魅力。
六、结束语
每一份美丽的背后都有万分苦涩，爱情也是如此，但只要有爱，再苦再难也可以换回欣慰的容颜和幸福的泪水!
同学们，你们觉得被爱与付出爱哪个幸福?
其实，去爱别人是美妙的，被人爱也是幸福的。“哪个少年不善钟情，哪个少女不善怀春?”只是我们青春年少，思想尚未定型，心理尚未成熟，经济尚未独立，事业尚未确定方向，所以我们还不能轻言爱情。我们应意识到，追求爱情的前提是要不断完善自己，那就需要先学习知识、技术，使自己成为一个值得依靠的人，这样才能热爱生活、拥有生活，将来才会真正懂得并且收获属于自己的那一份美好的爱情。
同时，我们还应认识到除了爱情，还有很多值得我们毕生追求的爱，父母之爱、兄妹之爱、朋友之爱、师长之爱，对理想、生活、社会甚至对未来的爱。我相信，同学们沐浴在爱的阳光里，必定能健康、快乐的成长。
七、作业布置
1、背诵这首诗。
2、背诵裴多菲的短诗《自由与爱情》。
一、学习目标与自我评估
1 掌握利用单位圆的几何方法作函数 的图象
2 结合 的图象及函数周期性的定义了解三角函数的周期性，及最小正周期
3 会用代数方法求 等函数的周期
4 理解周期性的几何意义
二、学习重点与难点
“周期函数的概念”， 周期的求解。
三、学法指导
1、是周期函数是指对定义域中所有 都有
，即 应是恒等式。
2、周期函数一定会有周期，但不一定存在最小正周期。
四、学习活动与意义建构
五、重点与难点探究
例1、若钟摆的高度 与时间 之间的函数关系如图所示
(1)求该函数的周期;
(2)求 时钟摆的高度。
例2、求下列函数的周期。
(1) (2)
总结：(1)函数 (其中 均为常数，且
的周期T= 。
(2)函数 (其中 均为常数，且
的周期T= 。
例3、求证： 的周期为 。
例4、(1)研究 和 函数的图象，分析其周期性。
(2)求证： 的周期为 (其中 均为常数，
且
总结：函数 (其中 均为常数，且
的周期T= 。
例5、(1)求 的周期。
(2)已知 满足 ，求证： 是周期函数
课后思考：能否利用单位圆作函数 的图象。
六、作业：
七、自主体验与运用
1、函数 的周期为 ( )
A、B、C、D、
2、函数 的最小正周期是 ( )
A、B、C、D、
3、函数 的最小正周期是 ( )
A、B、C、D、
4、函数 的周期是 ( )
A、B、C、D、
5、设 是定义域为R,最小正周期为 的函数，
若 ，则 的值等于 ( )
A、1 B、C、0 D、
6、函数 的最小正周期是 ，则
7、已知函数 的最小正周期不大于2，则正整数
的最小值是
8、求函数 的最小正周期为T，且 ，则正整数
的值是
9、已知函数 是周期为6的奇函数，且 则
10、若函数 ，则
11、用周期的定义分析 的周期。
12、已知函数 ，如果使 的周期在 内，求
正整数 的值
13、一机械振动中，某质子离开平衡位置的位移 与时间 之间的
函数关系如图所示：
(1) 求该函数的周期;
(2) 求 时，该质点离开平衡位置的位移。
14、已知 是定义在R上的函数，且对任意 有
成立，
(1) 证明： 是周期函数;
(2) 若 求 的值。
二、教学重点和难点
重点：点、线、面之间的相互关系，以及文字语言、符号语言、图示语言之间的相互转化。
难点：从集合的角度理解点、线、面之间的相互关系。
三、教学方法和教学手段
在上课前将问题用学案的形式发给各组学生，让学生先在课下研究探讨，在课上以小组为单位就学案中的问题展开讨论并发表自己组的研究结果，并引导同学展开争论，同时利用课件给 同学一个直观的展示，然后得出结论。下附学生的学案
四、教学过程
教学环节 教学内容 师生互动 设计意图
课题引入 让同学们观察几个几何体，从感性上对几何体有个初步的认识，并总结出空间立体几何研究的几个基本元素。 学生观察、讨论、总结，教师引导。 提高学生的学习兴趣
新课讲解
基础知识
能力拓展
探索研究 一、构成几何体的基本元素。
点、线、面
二、从集合的角度解释点、线、面、体之间的相互关系。
点是元素，直线是点的集合，平面是点的集合，直线是平面的子集。
三、从运动学的角度解释点、线、面、体之间的相互关系。
1、点运动成直线和曲线。
2、直线有两种运动方式：平行移动和绕点转动。
3、平行移动形成平面和曲面。
4、绕点转动形成平面和曲面。
5、注意直线的两种运动方式形成的曲面的区别。
6、面运动成体。
四、点、线、面、之间的相互位置关系。
1、点和线的位置关系。
点A
2、点和面的位置关系。
3、直线和直线的位置关系。
4 、直线和平面的位置关系。
5、平面和平面的位置关系。 通过对几何体的观察、讨论由学生自己总结。
引领学生回忆元素、集合的相互关系，讨论、归纳点、线、面之间的相互关系。
通过课件演示及学生的讨论，得出从 运动学的角度发现点、线、面之间的相互关系。
引导学生由生活中的实际例子总结出点、线、面之间的相互位置关系，让学生有个感性认识。 培养学生的观察能力。
培养学生将所学知识建立相互联系的能力。
让学生在观察中发现点、线、面之间的相互运动规律，为以后学习几何体奠定基础。
培养学生将学习联系实际的习惯，锻炼学生由感性认识上升为理性知识的能力。
课堂小结 1、学习了构成几何体的基本元素。
2、掌握了点、线、面之间的相互关系。
3、了解了点、线、面之间的相互的位置关系。 由学生总结归纳。 培养学生总结、归纳、反思的学习习惯。
课后作业 试着画出点、线、面之间的几种位置关系。 学生课后研究完成。 检验学生上课的听课效果及观察能力。
附：1.1.1构成空间几何体的基本元素学案
(一)、基础知识
1、几何体：________________________________________________________________
2、长方体：________________________________ ___________________________ _____
3、长方体的面：____________________________________________________________
4、长方体的棱： ____________________________________________________________
5、长方体的顶点：__________________________________________________________
6、构成几何体的基本元素：__________________________________________________
7、你能说出构成几何体的 几个基本元素之间的关系吗?
(二)、能力拓展
1、如果点做连续运动，运动出来的轨迹可能是______________________ 因此点是立体几何中的最基本的元素,如果点运动的方向不变,则运动的轨迹是_____________ 如果点运动的轨迹改变,则运动的轨迹是________ ____ 试举几个日常生活中点运动成线的例子___ ________________________________
2、在空间中你认为直线有几种运动方式_______________________________________分别形成_______________________________________________________你能举几个日常生活中的例子吗?
3、你知道直线和线段的区别吗?_______________________________________如果是线段做上述运动,结果如何?_______________________________________.现在你能总结出平面和面的区别吗?______________________________________________
(三)、探索与研究
1、构成几何体的基本元素是_________,__________,____________.
2、点和线能有几种位置关系_________________________你能画图说明吗?
3、点和平面能有几种位置关系_______________________你能画图说明吗?
4、直线和直线能有几种位置关系________________________你能画图说明吗?
高一数学必修四教案
Phrases for unit 1 Module 1
Unit 1 School life 35.the best way to do / of doing sth
1.tell the differences between…and 36.achieve high grades/ success
2.know of / about sb/sth 37.a bit challenge
3.(be) at ease with 38.at first
4.be happy with sb / sth 39.spend… (in) doing
5.on (the ) average 40.at the end of this month
6.used to do sth 41.miss doing
7.be used to doing sth 42.as well (as )
8.for free 43.word by word
9.such as 44.at the beginning of …
10.encourage sb to do sth 45.according to…
11.introduce A to B 46.first of all
12.pass sth on (to ) sb. 47.do like eating desserts
13.be available for 48.think of
14.(be) far ( away) from 49.learn about
15.make sure that…. 50.the quickest way to get to the canteen
16.graduate from 51.go straight on
17.upon/on doing 52.be late for…
18.surf the internet 53.get/be/become interested in
19.donate sth to sb 54.develop an interest in
20.forget to do sth 55.miss the chance to do sth
21.forget doing sth 56.instead of (doing) sth
22.inform sb of sth 57.pay attention to
23.prepare for 58.as… as possible
24.make preparations for 59.finish doing
25.in preparation for 60.compare …with
26.do… for preparation 61.regret to do
27.be responsible for 62.regret doing
28.be made up of 63.songs sung by the students
29.consist of 64.stop to do / doing
30.come up with 65.read …out aloud
31.mean to do 66.have something done
32.mean doing
33.than usual / as usual
34.attend assembly
Unit 2 Module 1
36.keep … in mind
1.turn up 37.get … tidied up
2.force sb to do sth 38.clean …up
3.an unpleasant experience 39.either…or
4.can’t wait to do… 40.not…. at all
5. be supposed to do 41.ask for sth
6.be gong/ missing /lost 42.at the moment
7.do with… 43.refuse to do …
8. deal with 44.insist on doing
9.leave sb in charge 45. be to do …
10. be in charge of 46.at present
11.act like an adult 47.prevent doing
12.expect sth from sb 48. prevent … from doing
13.go unpunished 49.allow sb to do…
14.go out 50.keep doing
15.have sth done 51.help …with
16.not … any more 52.shout at
17.deserve to do 53.like crazy
18.be hard on… 54.every time
19.be rude to … 55 forbid …from doing
20.be different from… 56. search for
21. than ever (before ) 57.waste .. doing
22.make sb do 58.invite sb to do…
23.even if 59.now that…
24.without being punished 60.feel like doing
25. should have done 61.in the form of…
26.explain to sb sth/ that… 62.suggest doing
27.on one’s holiday / vocation
28.argue about sth with sb
29. a little bit expensive
30. be proud of
31.stay up
32.after all
33.mix…up with…
34.in fact
35.keep doing
Unit 3 Module 1
1.by doing …
2.keep sb doing…
3.cause sb to do ….
4.hear from
5.for weeks
6.three times a week
7.work out
8.stay slim
9.be ashamed of…
10.lose weight
11.keep doing
12.regret doing
13.follow sb’s advice
14.be amazed about
15.go on diets
16.learn from
17.in secret
18.keep fit
19.side effect
20.unlike what Jeff said
21.by the way
22. join sb in sth
23.help do …
24.be surprised to do…
25.prepare sb for…
26. as a matter of fact
27.in no time
28.along with
29.come cross
30.in the long term
31.give out
32.be dying for sth/ to do sth
Unit 1 Module 2
page 1 Page 7.
1. a sunken ship 31. dream of
2,run into 32.come true
3. reason for building the pyramids 33 separate…from…
4. believe in 34..take off
page 2 Page 11
5.step up 35.so far
6. search for 36.get…done
7.go missing page 18---19
9.due to 37.be said to be hairy
10.because of 38.run after
11.stay out late 39.on average
12.show up=turn up 40.footprints made by men
13.the next day /next day 41.cause ...to do
14.in fact 42.could have done
15. did return home 43.become convinced
16.see/hear/… doing/do 44.make one’s way to…
17.go straight home 45.have the chance to …
18.put on Sentences’ structures:
19.according to… 1.Mr Foster was surprised that his son did not
20.outside the window tell anyone that he was staying out late.
Page 3 2. However, police found that Justin did in fact
21.full moon return home on Friday night .
22. strange looking creatures with large black eyes 3.Witnesses also say they saw Justin walking towards his home at 10.45 p.m.
23.so that/ so …that…
24.do research on
25.rule out
26.look into
27.make up
28.take charge of=be in charge of/ in the charge of
29.look at…
30.give up
Unit 2 Module 2
p 22 -23 an animal to sit on make a fire
be busy doing… lose one’s way
spend… (in) doing run out
be ready to do… a piece of equipment
on camels/ by camel when needed
be the size of … P 28 over a period of time
sleeping bags p 31 be disappointed at…
so that (conj) in total silence
on clear nights (prep) at dawn
in the dark (prep) p33 look out for …
in case (conj.) at the foot of…
in case of …(prep) p35 up to $ 2,000
in that case (prep) in total
turn upside down P 38
get turned join together
including cows’ blood reach to the sky
close to…. stay young
as …as possible be covered with…
worry about…. feed on…
refer to…. in harmony with
p 25 can’t wait to do… provide …with…
sound like…
look forward to doing…
be worth doing…
P 27 as well
1. I’ll bring a torch with me so that I’ll be able to see in the dark.
2. You have to wear special clothing just in case your raft gets turned upside down or sinks.
3. We’ll try to get as close as possible to the animals, even though they’re dangerous.
4. The weather report says that it will be raining when we arrive in London.
5. As you can see, my schedule for June is full and I cannot go to London for the festival.
6. Lakes , surrounded by vast grasslands, look like jewels.
Unit 3 Module 2
p 41 within seven years
of all time have something/nothing to do with…
have an effect on… at the age of
p42 result in/ result from
during one’s lifetime in advance
teach sb to do … based on…/ base…on
be curious about p 45
at the age of … pay off/ back/for…
set sail (for….) make a great contribution to…
search for later on
be known as… p50
a city called Luxor set foot on…
as well as /as well at full speed
by the 1920s pay (little/ much ) attention to…
right away P58
upon doing… in orbit
fall ill not only….but also
lead …to / lead to win somebody something
P45 in control
fall ill with a fever be proud of
at the moment of… look up to …
hear of… manage to do...
the following day
die of…
shortly after….
Sentences :
p42.By the time we left, it was empty.
Upon entering the tomb, Carter’s lucky pet bird was eaten by a snake.
p43 If breathed in, the viruses can result in illness or even death.
What is certain, though, is that the mystery of Tutankhamun’s tomb has never been fully explained.
P58 Born in 1965, Yang Liwei has wanted to fly since he was young boy.
The team spent the next five years being trained.
It was his high scores on the psychological tests that finally won him his position as China’s first astronaut.
Unit 3 Module 3
be known as
take over
continue to do…
turn to …
be covered with/by
a pair of binoculars
be off to …
by the time…
together with….
prevent …from….
be involved in…
brush away
prepare oneself to do…
in good condition
carry out
lead to…
on board
in memory of….
be in use
in return for….
once again
no more
in the following hundred years
arrange for…
go on a cultural expedition to….
run through
refer to….
pay attention to…
have the chance to do/ of doing….
throughout the world
focus on….
in history
Unit 1 Module 3
page 2-3 that far lose sight of…
glance at continue doing
in sight sweat with fear
set off all of a sudden
by the time ring out
feel a rough hand brush her face page 16---17 work out a plan
feel here heart beating with fear be used to do …
wish for according to…
hold her still a chair to sit on
reach out ( for …) fall asleep
stare (up) at look up (at …)
rest on … bang into
watch out (for…) in a beautiful dress
be off offer sb sth
a fog this bad page 18 mainly because
pay back the chance of being attacked by a shark
get across the road feed on..
except in a fog like this be known as
have … in common find out
page 5 follow one’s advice be fit to do…
weather that bad the latter type of attacks
be frozen with be likely to do…
believe in over a long distance
page 6 go hungry be attracted to sth
page 9 be related to… the following tips
be linked to… hit… on the nose
a question to be answered stick sb in the eye
page 11 have something/nothing to do with..
overall health as well sign language even if
make the most of at lunchtime sleep deeply manage to do..
rather than +V in the distance be grateful to…
make one’s way to… in the near future
can’t help doing/do 名词性从句：主语从句 宾语从句
warm ..up 表语从句 同位语从句
get close to
Unit 2 Module 3
p 22-23 throughout history due to…
so many confusing rules differ from
be made up of as a whole
a language called Celtic turn into
mix…with… combine …and/with …
be different from
consist of…
pick up
lift up
contribute to…
take control of…
despite the fact
have an impact on…
result in..
by the latter half of the 14th century
mother tongue
because of…
continue doing…
P 24 take the place of…
p 25 depend on…
p26.a lauge number /amount of…
in addition
take my concerns into consideration
have a word with…
right away
sort out
p 28-29 dream of…
come tre
look up the word
a waste of…
what if.
keep changing
disagree about sth
agree with sb
care about…
keep their language pure
Unit 1 Module 4
page 1. be aware of, be tired of…
be similar to... be available to….
Project Hope on sale
page 2 encourage sb to do.. be popular with…
be used to +N/Ving ( V) of high quality/ importance/help..
in a day p 8 the following day
do research on… the previous day
share sth with sb over and over (again)
believe in an idea p 13 consider doing
for free be attractive to sb
be intended to do… p 16 regret not having done…
protect ….from…. up to 6 hours
even if/ even though be bored with….
be proud of… Page 18
connect ….to…. get sb to do…
fall for …. be concerned with
play tricks on … care about
the public get …across
be meant to do…. depend on…
lead better lives appeal to
Knowledge changes life
deal with….
live healthy lives
Smoking is committing suicide slowly
follow the advice
be smart about….
be supposed to do…
warn...against…
page 5 offer sb sth
be satisfied with…
trick….into…
take drugs
keep away from….
persuade sb into doing….
page 6 at low price
Unit 2 Module 4
save time for 词汇拓展
in honour of honour n adj adv
from around the world delight n adj adv
come to one’s attention significance n adj
under the name of brief adj adv
recognize …as… athlete n adj adv
get sth doing marry v adj n
be designed to… compete v n adj
come up with peace n adj adv
look out for contribute v n
enter…into… absence n adj
be of great use excite v n adj
call an ambulance Asia n adj
meet the requirements move v n
(keep …)under control glory n adj
make way for attract v n adj
hope for orgin n adj adv
take part in act v adj adv n
side by side require v n
break the record practise v n
make contributions to associate v n
play a role in support v n
be popular with… involve v adj n
at least
plenty of
no matter wh-…
be delighted to do
look forward to doing
hope for + N
every two years
compete for…
the opening ceremony
across the world
realize one’s dream
Unit 3 Module 4
come true end in failure
virtual reality make money
not only…but aslo P 49
pass on at the moment
thousands of last but not least
be connected to on display
give out throughout the week
put forward P 51
depend on set up
last but the not least concertrate on
set up be bored with
be accused of…. accuse …of be disappointed at /by
close down be impressed at/by/with
concentrate on be situated in/ on
in my opinion be surprised at/by
come across P 53
instead of at one time
P 42---43 in my opinion
pass on in worse condition
be connected to P 59
thousands of come across
give out tell of…
add to… recognize …as
upon doing… at a speed of…
not only …but also with the help of….
provide …with…
play the role of ….
put forward
in reality
bring…alive
P 45
take the risk of….
P 46
make a profit
