人教版英语必修二unit1公开课教案

人教版英语必修二unit1公开课教案（精选8篇）

人教版英语必修二unit1公开课教案 第1篇

必修二

Unit1 Cultural Relics Reading: In Search of the Amber Room

一、Pre-reading(4min.)What do you think amber can be made into?(necklace, ring, barrette, bracelet, perfume bottle, etc.)Can you imagine a room made of amber?

二、Learning aims

1.Help students learn the structure and the content of the reading passage.2.To learn about some details in the history of the amber room.三、Reading 1.Fast reading 1)Read the text quickly and find out the main idea of the passage:(5min.)It tells us the strange history of the amber room, a cultural relicof two countries: Russia and Germany. main idea of each paragraph(4min.)Para1.The amber room and its design Para2-3.The history of the amber room Para4.The missing of the amber room Para5.The rebuilding of the amber room 2)Read the passage quickly and find out characters, years and places in the passage.(clues 线索)(3min.) characters: Frederick I, Peter the Great, Frederick William I, Catherine II.Background information: Frederick I: the first king of Prussia.Frederick William I: the next king of Prussia.Peter the Great : the Czar of Russia.Catherine II: the female Czar of Russia. years: 1716, 1770, 1941, 2003. places: Prussia, Russia, Germany.2.Careful reading Read the passage carefully and answer the following two questions: 1)What did these four characters do to the amber room? 2)What happened in these four years(1716;1770;1941;2003)Para1.(3min.) What was the amber room made of? Several tons of amber was were used to make it.It was also decorated with gold and jewels. How many years did the artists take to make the amber room? It took about ten years.an introduction of the Amber RoomColourDesignHow long wasit built?Yellow-brownOf the fancy style popular in those days10years for a team of the country’s best artists.The best and biggest work of amber art ever made.（有史以来所制作的最大最好的琥珀艺术作品）

Para2.(5min.) For what reason was the amber room first designed?

It was first designed for the palace of Frederick I. What did Peter the Great give in return?

A troop of his best soldiers. What was the amber room used for when it belonged to Peter the Great?

It served as a small reception hall for important visitors.Q2: What happened to the Amber Room in 1716?Frederick William I(the king ofPrussia)togave to as a gift of friendshipPeter the Great(the in returnCzar)Sent hima troop ofhis best soldiers1.his winter palacein St Petersburg2.a small reception hallfor important visitors.servedas Para3.(2min.) What did Catherine II use the amber room for?

She spent her summers in the amber room. What could you see in the amber room after it was completed?

Almost six hundred candles lit the room, and its mirrors and pictures shone like gold.Para.4：the missing of the Amber RoomTime :1941.9Event: at warRussia(the Russians)Nazi Germany(the Nazis)were only able toremovefurniture and small art objects.the Amber Roomstole.After that ,what happened to the Amber Room wasa mystery.the Nazis arrivedsent it to Konigsberg.(5min  True or False(T)Germany and Russia were at war in 1941.(F)All things in the Amber Room were stolen.(T)The Nazis stole the Amber Room within two days.Para5.(3min.) Who have built a new amber room? The Russians and Germans. How old is St.Petersburg now? 312 years old now.四、Post-reading Summing up 1.Characteristics: in the order of time;the past tense.(2min.)2.The clues of the story.(3min.)

五、Homework(1min.)1.Retell the story and write it in your exercise book.Clue: built→gave to sb.As a gift→added more details→stolen→lost→rebuilt

2.Find out the 7 attributive clauses in the reading passage, write it down in your exercise book, 并标出定语从句部分以及先行词、关系代词/关系副词。

人教版英语必修二unit1公开课教案 第2篇

课时目标：

1.复习单词：classroom，window，door，picture，light，blackboard 2.学习元音字母a在开音节中的发音。教学重难点：

1．重点：学习元音字母a在开音节中的发音。2．难点：初步感知开音节与闭音节的读音规则。教具：

教学课件、图片、教学光碟 教学过程

一、Warm up 1.Say and do: Door , door, open the door.Light，light，turn on the light.Window ,window, close the window.Picture , picture, put up the picture.Blackboard ,blackboard, clean the blackboard.二、Revision 1.Review the 26 letters.Sing the ABC song.And review the vowel and consamant.2.Sing the phonics song.三、Presentation 复习a的发音 1.出示单词cat，让学生快速说出单词，复习a的发音规则。

T: What is it? Ss: Cat.T：a a a , Ss: /ae/ /ae/ /ae/ T：c c c , Ss: /k/ /k/ /k/ T: t t t , Ss: /t/ /t/ /t/ T: /kaet/ cat 2.出示dad和hat,让学生用同样的方法拼读。3.出示cat、dad、hat,让学生找出三个单词的共同点。共同点：三个单词都有a, a a a----/ae/ /ae/ /ae/ 4.出示单词rat.bag.cap.map.man.hand.has.gas，让学生尝试拼读。5.Let’s chant.A is for apple./ae/ /ae/ /ae/ … 教a_e的发音 1.出示蛋糕的图片，T：What is it? Ss: It is a cake.T: Cake cake ,I like cake.学生跟读。2.T： My name is Amy.What is your name？ T：Name name, what’s your name? 学生跟读。3.老师摸着自己的脸蛋，T：What is it? Ss: Face.T：Face face, my face.学生跟读。4.出示卡片的图片，T：What is this? Ss: Card.T：What is the boy doing?这个小男孩在干什么？ Ss: 他在制作卡片。

T：制作 制作 make ,make ,Ss:跟读 T：制作卡片make cards ,make cards ,Ss:跟读 T：make make ,make cards.5.玩游戏：图文配对

活动方式：教师出示cake，face，name，make单词卡片，学生边说单词教师边将图片贴在黑板上，然后请学生将单词卡片贴在相应的图下。6.出示cake、name、face、make T: 请找出四个词的共同点

SS: 四个词都有a_e(a+辅音字母+e)T: 让学生读这四个单词，想想a_e发什么音。T：a_e a_e-----/ei / /ei/ /ei/ 7.Let’s chant.A is for name./ei/ /ei/ /ei/ …

8.朗读下列单词，看谁读得又快又准确。Try to read : make、lake、take、date … 9.单词接龙游戏。第一个学生说cake，第二个学生说cake，face，第三个学生说cake，face，make，依次接龙，直至说完所学的开音节单词为止。

四、Consolidation and extension 1.Read ,listen and chant.（1）请学生读这四个单词。

（2）Let’s chant.My name is Lily.My face is red.I like cake.Ican make cards.（3）用横线画出这四个单词的共同之处，a_e a_e----/ei/ /ei/ /ei/ 2.Read ,listen and tick（1）请一些学生试读这六个单词。

（2）教师播放录音，学生勾出所听到的单词。（3）全班讲评校对。（4）全班齐读这六个单词，强化a在开、闭音节中的发音。3.Listen，circle and write（1）教师讲解这道题的做法。

（2）教师播放录音，学生圈字母写单词。（3）全班讲评校对。

（4）全班利用读音规则，记忆这四个单词。

4.出示 apple, cat ,hat …and make、lake、take…, 学生读（让学生区分a的发音）

T：Read this words.please.Ss: apple cat hat … T: a a a Ss: /ae/ /ae/ /ae/ T: Can you read this words.Ss: make lake take… T: a_e a_e Ss: /ei/ /ei/ /ei/

人教版英语必修二unit1公开课教案 第3篇

一、确立新主题教学, 打破固有知识结构定势。

传统复习本单元时仅仅局限于近代中国的时空观下, 实际上近代中国经济结构变动和民族资本主义产生, 是在受到西方资本主义工业文明的冲击下, 中国农业文明社会政治、经济、思想和社会生活各方面都产生变化, 这种变化就是一种近代化。 经济结构变动和民族资本主义产生是中国近代化的一个方面。 本单元复习可以站在全球史观和近代化史观的高度, 确立主题“西方工业文明崛起冲击近代中国”, 构建知识体系。这样构建, 不是对基础知识的简单重复, 既可以调动学生的复习积极性, 又可以跳出本单元和必修二, 在宏观上从全球史观、文明史观和近代化史观角度概括, 提升复习主题高度和深度。 从教学效果看要优于传统旧知复习, 所以在平时教育教学中, 要积极确立适合本课的主题进行教学。

二、适时讲练, 易错提醒, 纠错规正, 打破学生思维定势。

本单元的知识点, 易错点特别多, 对于一些概念, 要想法设法帮助学生理解透彻, 多次强化训练。

(一) 自然经济逐步瓦解

1.展示结构演进图 (略) , 帮助学生理解瓦解的表现。

笔者以自然经济的两大特征 (男耕女织和自给自足) 为切入点, 分析随着外国资本主义积极的侵略, 农业和家庭手工业不再结合, 以及大量农副产品日益商品化, 帮助学生理解自然经济瓦解的表现。

这样做既可以复习必修二第1单元知识, 又可以理顺历史现象的前因后果, 更可以直观解释自然经济瓦解的表现, 符合学生的认知规律, 加深学生对该知识点的理解, 避免多次枯燥的语言提示, 提高效率。

2.顺势展示典型例题, 加深对历史概念的理解。

例题:有学者认为, 外国商品输入造成中国自然经济逐步瓦解。 可以作为该观点直接证据的是 ()

A.19世纪末镇江海关报告称:“从前如江北内地各州县, 均用洋布, 近则用土布者渐多。 ”

B.20世纪初有人指出:“商市展扩所及, 建筑盛则农田少, 耕者织妇弃其本业而趋工场, 必然之势也。 ”

C1853年的 《顺德县志 》载:“女布 (指土布) 遍于县市, 自外洋以风火水牛运机成布, 舶至贱售, 女工几停其半。 ”

D1850年, 美国驻厦门领事说:“这里对棉织品的需要, 和在广州上海一样, 长期受到限制。 ”

笔者引导学生直接读取材料信息, 分析洋布的涌入使“女工几停其半”, 直接打击家庭手工业, 促使“男耕女织”紧密结合的自然经济走向瓦解。 A没有体现自然经济瓦解, D说明自然经济对外国商品仍有抵制作用。 笔者借此题追问B项有无反映自然经济瓦解, 很多学生模糊, 笔者借机分析, 自然经济瓦解包括农业和家庭手工业分离、农产品日益商品化, 还有农民破产也是表现之一, B项反映的是西方资本主义生产方式传入中国, 破产农民进入工场劳作也反映了自然经济逐步瓦解, 但与题意“直接证据”不符, 笔者借此既强化了训练, 点拨了误区, 又进行了解法指导。

(二) 洋务经济与近代化

引导学生落实洋务运动基础知识后, 强调洋务运动是中国近代化的开端, 但有一些学生对于近代化的内涵不了解, 或者笼统地认为洋务运动推动中国政治民主化和经济工业化。笔者通过概念解读及展示例题跟踪训练达到纠错规正的目的。

例题:一般认为, 洋务运动是中国近代化的开端。 这主要是因为洋务运动 ()

A.以 “自强”、“求富”为目的

B.对外国的经济侵略起到一定的抵制作用

C.开始采用机器生产, 创办了一批近代企业

D.导致了自给自足的小农经济的解体

笔者利用此题一方面提醒学生认识到洋务运动是近代化开端, 主要是因为采用机器大生产, 推动经济的工业化, 打破学生思维定势。 另一方面凸显本课近代化主题。

(三) 民族资本主义与资本主义萌芽

很多学生认为西方资本主义萌芽与资本主义是一脉相承的, 那么中国亦是如此。 笔者在教学中发现部分学生总有这样的错误思维定势。 笔者设计展示民族资本主义产生发展趋势图, 借复习民族资本主义产生史实, 追问学生民族资本主义与中国古代资本主义萌芽区别, 及时提醒:“中国近代资本主义不是由封建社会末期的资本主义萌芽发展而来的, 而是在外国资本主义入侵的刺激下产生的”, 以此达到纠错目的, 打破学生的错误思维定势。

三、历史联系现实, 升华情感态度价值观, 打破“死史”定势。

学习历史是为了什么? 部分教师和一些学生错误地认为只要单纯记住历史即可。 现在我们学习历史不但要记住历史, 而且要从历史中汲取积极的养分, 吸取历史经验和教训, 古为今用;历史课堂的教要彰显历史教育的德育功能, 发挥引领主流价值观的积极作用。

人教版英语必修二unit1公开课教案 第4篇

关键词：体育赛事 归纳 操练 综合运用

中图分类号：G633.4

《普通高中英语课程标准》对学生的阅读能力提出了如下的要求：“抓住要点，获取主要信息，理解文章内涵，从上下文猜测不熟悉的语言现象，分析作者的观点、态度、意图；读懂图表和说明书等，并提出了注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力。”在本节课教学中，我运用关注、归纳、操练、综合运用四个步骤来培养学生综合运用语言的能力。

一、课堂的具体操作过程

1.用问题激发学生的学习兴趣

我通过PPT的形式，展示出关于亚运会的问题：

A. When were the first Asian Games held？ Where？

B. How many countries have hosted Asian Games？

C. When and where will the next Asian Games be held？

D. Are there Winter Asian Games？ When were last Asian Games held？ Where？

E. How often are Asian Games held？

F. Did China ever host Asian Games？ When and where？

通過这一步骤，学生关注到一些与描述运动赛事相关的词汇，并为最后的输出打下数据信息的基础。这一步也是学生获取信息的过程，使学生理解到本堂课即将探讨的话题。

2.利用表达的需求激活已有的知识

我对课文加以改编，将课文中的采访形式改编为一篇说明文，介绍奥运会并以七选五的形式呈献在学案上，以加强学生对课文内容的认识。这一步骤既提高了学生的阅读能力，又训练了学生分析问题、解决问题的能力。

3.聚焦目标，温故学新

我请学生和自己的同桌交换手中的阅读材料，即让同桌阅读另一篇不同的材料，在各自阅读完交换材料后，两个人为一组，找出各个段落中在两篇阅读材料中都出现的词块。之所以找词块而不是单词，目的就是让学生们对词的用法有更好的掌握。这一步骤训练了学生们处理信息的能力，并且帮助他们归纳出了课堂输出所需的关键知识点。

4.联系感悟，内化扩展

我请学生结合学案上或者PPT上展示的归纳词汇，复述学案阅读，即通过归纳词汇，介绍学案上的奥运会。在一名学生复述的时候，另一名学生可以提示一些数据信息。教师设计这一活动的目的就是让学生操练内化相关词汇，熟悉词汇的用法。由于时间关系，各个小组中只有一名学生复述了阅读材料，另一名学生仅仅是听，或者给同桌提示数据信息。这一步骤训练学生们分析问题、解决问题的能力，并且操练课堂输出所需要的知识点。

5.整合知识、经验、见解，完成任务

学生应用归纳、复述中的词汇，结合板书中关于亚运会的信息，介绍亚运会。在课堂实践过程中，我发现了两个问题。一是由于时间受限，大部分学生不能在下课之前完成文章，从而导致展示的时候匆忙，也没有做评价。二是针对基础薄弱学生的练习，没有降低到学生所需要的程度，这些学生在翻译时仍然感觉无从下手。这一步骤进一步训练学生分析问题、解决问题的能力，并且让学生通过综合训练输出本节课所学的知识内容。

二、课堂教学效果分析

针对班级内的大多数学生，本节课只能说部分达到预设目的，还有许多地方需要钻研、改进。首先，在第一步中，提问关于广州亚运会知识的时候，全体学生都能很好地集中注意力于这一话题，并形成良好的学习氛围，希望能够用自己所学过的语言描述亚运会。其次，在第二步请学生做七选五试题的过程中，学生虽然首次接触这样的试题，由于所选五个句子都是各段的主题句，80%以上的学生基本能顺利完成任务。再次，在第三步骤，请学生总结归纳词块时，班级70%以上的学生能够很好地做出归纳，这归功于学生平时良好的学习习惯，但另约30%的学生由于没有良好的学习习惯，主动性稍差，没能顺利完成任务。在第四阶段学生复述各自材料的体育赛事时，由于时间有限，不是所有学生都完整地复述了整个赛事，学生们的能力得到一定的训练，为最后一步打下基础，但还不全面。最后，在综合运用输出过程中，只有大约20%基础优秀的学生在有限的时间内充分完成了任务，其余学生由于受时间限制，需要在课下时间完成任务。

三、收获与反思

1.课堂的各个环节都是为教学目的服务

本节课，我所设计的各个环节的目的都是让学生最终能够有效地输出展示。

2.阅读课中生词的处理

学生在阅读文章的时候难免会遇到生词，包括在阅读母语文章时也是这样，但这并不一定就会在很大程度上影响学生对文章的理解，因为在很多情况下，学生可以通过上下文来辨析出生词的含义。

3.阅读题中七选五如何挖空

本篇文章，我在七选五挖空的时候，挖的都是各段的主题句，这样针对高一的学生，降低了题型的难度，同时，让学生们对篇章、段落的结构一目了然。

4.如何让课堂有效带动基础薄弱的学生

当课堂中学生的水平参差不齐，或者有较大差距的时候，教师通常要照顾到绝大多数学生，从而会削弱基础薄弱学生的学习兴趣。教师应当分层次教学，尽量做到使优秀生吃好，中等生吃饱，后进生吃到。

教学是一门无穷无尽的科学。俗语说：“学无止境。”同样，教也“无止境。”教师应该在教学中质疑，在质疑中反思，在反思中探究，在探究中进步，在进步中教学。

参考文献：

[1] 鲁春燕. 浅谈高中英语阅读课堂教学模式. 新课程（教研），2011，

人教版英语必修二unit1公开课教案 第5篇

The third period: Learning about Language The forth Period：Using Language (A NIGHT IN THE MOUNTAINS)

The fifth period: Listening and writing

(4)教学目标： ① 知识与技能：了解旅游所需的准备工作，其中包括精神与物质准备。选择旅游时间、景点、路线、交通工具(火车、汽车、轮船、飞机、自行车等); 掌握旅游常识，学会解决旅游中出现的一些问题; 掌握和运用本单元出现的新词汇和短语;学会向别人告别和祝愿;掌握用现在进行时表示将来时的用法。

② 过程与方法：根据课文和所提供地图的提示，给学生布置一些任务：Imagine you are planning a trip. 1. What are you planning for the trip? 2. Where are you going and what are you planning to do each day? 3. How are you getting there?

4. When you leave home, what will your family and your friends say to you?布置这一任务的主要目的是让学生在理解课文的基础上学会如何安排旅行，知道旅游需要什么准备，采用什么方式旅游，以及离开家时家人和朋友对他们说什么。

③ 情感态度与价值观：在实际生活中运用所学知识去安排旅游、选择地点和路线、选择旅游方式。学会写旅游日志。

(5) 教学重点和难点：

词汇： journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude shorts camp record topic familiar brave

短语： change one’s mind give in

重点语法项目：现在进行时表将来 When are you leaving? How are you going there? Where are you staying? How long are you staying there? When are you coming back?

难点：1. How to grasp the main idea of the text and how to tell the host’s attitude. 2. How to use the words and the Present Continuous Tense expressing futurity. 3. How describe what they see and hear. 4. How to write a short letter and how to give best wishes to sb.

(6) 教学策略：Reading and discussion, speaking and listening, pair work, explaining and practising (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

(10) 教学反思或值得改进的地方： 见每个课时最后部分。

人教版英语必修二unit1公开课教案 第6篇

1、了解作家个人的生活遭遇与创作的密切关系;

2、了解词作中各意象的特定属性;

3、体会词人前后期作品中的别样“愁”情。

[教学重点]

1、知人论世，结合词人生平及词作背景理解作品;

2、分析词作如何以意象传“愁”。

[教学难点]

通过比较鉴赏体会词人“一般愁字别样情”

[教学时数]一课时

[教具准备]多媒体课件

[教学过程]

一、导入

(课前播放由李清照《一剪梅》改编的歌曲《月满西楼》，引出词人的“愁”)

好，歌曲听完了，知道这首歌的词作者是谁吗?对了，是李清照。词作当中，给大家留下深刻印象的是哪些句子呢?如“一种相思，两处闲愁”“才下眉头，却上心头”。也就是说，这首词传达的是词人怎样的情感--愁，而且是相思之愁。初中时候，我们学过李清照一首词，也是写相思之愁的--《醉花阴》。一起把它背一下。李清照的相当多作品都涉及到了“愁”，那么，她的愁是不是都是相思之愁呢?她又是不是由始至终都是以愁的形象来出现在世人面前呢?要知道这一些，我们就要了解词人的生平，以及词作的创作背景，也就是我们所说的知人论世。接下来，请一位同学简单介绍一下他所认识的李清照。

二、知人论世

(学生简单介绍李清照生平，教师相机补充并出示幻灯片)

李清照是婉约派的代表，创作以南渡为界分为前后两个时期。

南渡前：内容--闺怨离愁

词风--清丽柔媚

南渡后：内容--怀旧悼亡

词风--凄婉哀怨

三、因声求气，吟咏诗韵

1、生齐读《声声慢》;

2、请两三位学生个别朗读;

3、师范读，学生在听的过程中跟读，并结合以下内容品味词作情感--

A、联系词人的生活遭遇来品读;

B、抓住词中直接抒情的句子来品读;

C、抓住词中选择的意象来品读。

四、置身诗境，缘景明情

1、整体感知

在情感上，与《醉花阴》相同，词人表达的是一种“愁”绪。通过描写在残秋的所见所闻所感来充分展示她所处的冷清悲凉的环境气氛，以及她饱经国破家亡夫死的巨大悲痛的内心世界(或孤寂落寞、悲凉愁苦的心绪)。

2、找出词中直接抒情的句子

A、“寻寻觅觅，冷冷清清，凄凄惨惨戚戚”

B、“这次第，怎一个愁字了得”

点拨：首句“寻寻觅觅，冷冷清清，凄凄惨惨戚戚”直接抒情，表达的感情哀婉凄切，为全词奠定了凄清的基调。尾句“这次第，怎一个愁字了得”与之相呼应，使全文都笼罩在一种凄凉、低沉的氛围中，体现了女词人晚年寡居时凄清孤独的生活感受。

详析首句：“寻寻觅觅”写词人的神情、动作，反映了她内心若有所失的精神状态。这丢失的东西，可能是流亡以前的太平生活，也可能是丈夫在世的爱情，还可能是心爱的文物或别的什么。“冷冷清清”写的是环境的“冷清”，更衬托出词人心境的“清冷”。这般的寻觅不仅没找回失去的东西，不但没减轻词人内心的伤痛，反而让她在这冷清的环境中产生一种凄凉、惨淡、悲戚的情感来，“凄凄惨惨戚戚”三组叠词反映出了词人内心世界的巨大伤痛。这七组叠字的使用虽后有来者，却绝对是前无古人的。使用叠字，一方面可使词作读来琅琅上口，增加作品的音乐美，另一方面也使词人的悲凄感情进一步增强。

3、间接抒情--抓意象分析愁情

(学生找出词中主要意象，师详析一二，余者由学生自行分析，当作业处理)

明确：主要意象--淡酒、急风、过雁、黄花、梧桐、细雨

A、酒--“愁”的象征

“酾酒临江，横槊赋诗”的曹操曾发出“对酒当歌，人生几何?譬如朝露，去日苦多。慨当以慷，忧思难忘。何以解忧，惟有杜康”的感慨，但这种功业难就的苦痛并不是几杯酒可以消融的，以致于“忧从中来，不可断绝”。这也正如“斗酒而出百篇”的“诗仙”李白所言“抽刀断水水更流，举杯浇愁愁更愁”。之所以说是淡酒，则更突出了词人愁情太重，酒力压不住心愁。一个“淡”字，表明了作者晚年是何等凄凉惨淡。

B、雁--象征“离愁”

雁声凄惨，本就容易勾起人的愁绪，成群的归雁更显出词人的形单影只来;此时的大雁向南飞来，而词人当时也正在南方避难，不禁让词人有“同是天涯沦落人”之感。并且，雁属候鸟，可随季节变化而南来北往，而词人却无法再次北归，这更勾起了她的国破之痛、怀乡之情;在《一剪梅》中，词人写道：“云中谁寄锦书来?雁字回时，月满西楼”，可见，赵明诚生前，李清照与他经常鸿雁传情，而此时，斯人已逝，这“旧时相识”的大雁反而勾起了词人的丧夫之痛。

4、结句分析

“乍暖还寒”、“晚来风急”、“旧时雁过”、“满地黄花”等情景，浸满了作者凄苦的哀愁，然而哀愁又何止这些呢?颠沛流离之苦、亡夫之痛、家国之恨、孤独之苦等等，仅用一个愁字又如何概括得尽呢?!过雁、黄花、梧桐细雨眼前这一切使词人的哀愁重重叠加，直至无以复加，不知怎样形容，也难以形容，于是词人也不再铺垫、渲染或对比，而是直截了当地说“这次第，怎一个愁字了得!”简单直白，反而更具神韵。

五、拓展延伸：比较《醉花阴》与《声声慢》两种不同愁情

(机动处理，若时间不够，则处理成课后作业)

六、小结

通过对比，我们清晰地看到了词人早晚期词作迥然不同的风格。由此可见，个人遭遇和文学创作有着密不可分的关系。同时，抓住词中所选择的意象，在这些意象背后，我们看见了一个一生都被“愁”所困的女词人，“愁”是她作品的主调。早年的“愁”是“闺怨”、“离愁”、“相思之愁”，是“一种相思，两处闲愁”，是“为赋新词强说愁”;晚年的“愁”则是在经历了颠沛之苦、丧夫之痛、亡国之恨后的“欲说还休”的愁，是一种沉甸甸的深沉的愁。

七、作业

1、分析“淡酒”、“过雁”以外的其他意象;

2、以“初识愁滋味”为主题，搜集古人写愁的名句。

人教版英语必修二unit1公开课教案 第7篇

1. genius n.1)天才 [u] 可加a

be a genius at sth. 做某事是天才

have a genius for (doing) sth.又(做)某事的天才

He had a wonderful genius for painting./mathematics.

2) 有天才的人 [c]

Shakespeare is a genius.

He is considered to be a genius at maths.

2. undertake (undertook, undertaken)

1)着手做；从事；承担(责任)作某事start on work ;

take up a position

undertake n. /pron.

to do

We could undertake the job for the time being.

He undertook the leadership of the team.

We cannot undertake to do that.

2)同意，答应（做谋事）

undertake to do

agree /promise to do

He undertook to finish the job by Friday.

He undertook to improve the working arrangements.

3)保证（跟从句）ensure

We cannot undertake that we shall finish it in time.

I can undertake that you will enjoy it.

3. obvious adj. 明显，显而易见easy to understand; clear

It is obvious that

It was obvious that he was not going home.

It is obvious that he is lying.

obviously adv. 显而易见地can be easily seen

Obviously you didn’t read it.

4. curious adj. 好奇的，好求知的，爱打听隐私的

be curious about

to do

The boy was curious about everything he saw.

He was curious to know what was happening in the office.

curiously adv.好奇地，说也奇怪

Philip looked curiously at the people.

Obviously enough he had never seen the little girl.

5. debate n.辩论；争论 [c]

a long debate

vi. 1) debate about sth.

argue with sb.

quarrel

I debated (about) the question with Mary.

考虑，讨论（如何好）

debate whether to do

whether

I debate whether to accept the job.

We were debating where we should go.

I’m just debating whether to go or stay.

2)argue sb. into (out of ) doing说服某人做（不做）某事

He argued her into( out of ) going.

6. promising adj. 有希望的,有前途的

a promising leader

v.1)答应;许下诺言

promise sb. sth 接双宾语

to do

that

He promised his daughter a present for her birthday.

You must promised me to take a thorough rest.

I had promised Mary to attend the show.

You must promise me that you won’t do that again.

比较: He promised me to go.

He permitted me to go.

2)有希望,可能会(有)

It promises to be fine tomorrow.

This promises to be an interesting evening.

The clouds promise rain.

The sky promised a storm.

come true

continue fine

turn out to be

stay/keep/remain

7. research n. v.探索,调查,研究

do research in/into 对 进行研究

make on 在方面进行研究

carry out

he has done a good deal of research on that subject.

research into/on

He is researching into the reading problems of young school children .

to research into (on ) the effects of cigarette smoking.

8. disable vt.使丧失能力

disabled adj. 有残疾的

the disabled 有残疾的人

disability n. 残废people with disability

He was disabled in the accident.

An accident disabled him from playing football.

The disabled are to receive more money.

9. seek (sought, sought) vt.i.寻找，探求，追求（多用书面语）

seek opportunities/employment/advice

seek to do设法，企图，试图

I have never sought to hide my views.

We sought to change his mind.

search for/ look for/ hunt for

10. observe v.

1)注意到,观察

observe n./ pron.

sb./sth. doing

sb. / sth. do/ to be

that

They are observing stars.

They were observed entering the bank.

They didn’t observe Peter come in and go upstairs.

The only thing that I have observed to be without limit is the businessman’s desire for profits.

We observed that it had turned cloudy.

2）遵守

The doctors observe this rule.

3)庆祝，过（某种节日）=celebrate

Do they observe/celebrate Christmas in that country?

11. match v.

1)和较量,让和比赛

He matched his brother against (with) the champion.

2)相配=go with

She matched the carpet with some very nice curtains.

These shoes do not match; one is large and the other is small.

相等，发现，（找到）相等物

链接：go with/suit/fit/agree with

12. patient adj. 耐心的

patiently adv. 耐心地

patience n. 耐心，忍耐力 [u]

1) be patient with sb. 对某人耐心

You are very patient with me.

Just be patient a while.

2)The girl waited patiently for his decision.

3) He had no patience with her.

He showed the greatest patience.

13. experiment n. v.

1)试验，实验[c]

carry out experiment in chemistry

perform

do

2)试验(总称)[u]尝试

Some people learn by experiment and others by experience.

Making a difference有所作为

WARMING UP

1. Albert Einstein (1879-1955), was born in Ulm Germany, German-born American physicist and won the Nobel Prize. Best known for his theories of relativity. He is perhaps the most well-known scientist of the 20th century.

2. Marie Curie (1867-1934), Polish scientist, was born in Warsaw. She got married in 1895 with the French physicist, Pierre Curie. The Curies together with another scientist obtain the Nobel Prize for Physics in 1903. In 1911 she again got the Nobel Prize but for chemistry.

3. Thomas Alva Edison （1847-1931）was born in Ohio, a great American inventor. When he was a child, he was always asking questions and trying out new ideas. No matter how hard it was, he never gave up. He would keep trying out different ideas until he invented what he wanted. When he invented an electric light. He tried over two thousand materials before discovering one that would work. He had 1093 inventions.

4. Alfred North Whitehead (怀特黑得1861-1947)，British mathematician, logician and philosopher best known for his work in mathematical logic and the philosophy science and contributed to twentieth-century logic and metaphysics.

5. Galileo Galilei (1564-1642) was born in Pisa, Italy, famous astronomer and physicist. He is the first person to use a telescope to study the skies. At that time it had been taken foe granted that the earth was the center of the universe. His discoveries made sure that the earth goes round the sun.

Warming up

1.Nothing in life is to be feared

a. be to do

1)安排好的将来

We are to hold sports meet next week.

2)必须must

You are to / must be back at six.

All these things are to be answered for.

b. be about to do最近的将来,不同时间状语连用

I’m about to leave.

不说I’m about to leave in ten minutes.

用于下列句型:

be about to dowhen

I was about to leave when the telephone rang.

In such dry weather, the flowers will have to be watered if they ___. A. have survived A. are to survive C. would survive D. will survive

c. be going to

d. will

1)客观事实

Tomorrow will be Sunday.

2)没有准备的将来

---I forgot to post your letter.

---I’ll post it myself.

2. similar adj. like or alike, of the same kind类似,相似,差不多

be similar to 同差不多

We have similar opinions; my opinions are similar to his.

His views are similar to mine.

alike adj. like one another m, the same(仅用作表语) adv.

The two brother are very much alike.

The two office buildings are alike in size and shape.

She treats all her children alike.

链接：be familiar to sb, / sth. 熟悉

be the same as 同一样

be the same to sb.对来讲一样

It’s all the same to me. 对我来说无所谓,什么都可以.

be different from与不同,

be different in 在方面不同

similarity n.

1) [u]类似性，相似性

How much similarity is there between the two brothers?

There is not much similarity between two brothers.

2)相似之处 [c]

There are other similarities.

3.What’s the English word for this object?

What’s the word for “travel” in French ? “travel”这个词法语怎么说？

4.doubt

1) v. be uncertain (about)怀疑，不相信

(同)question

I don’t doubt /question that he is telling the truth.

I doubt /question whether

if it is true.

that

I doubt that he will come.

疑问，否定用that

肯定用if/ whether / that

2) n. There is no doubt that

There is some doubt whether

There is no doubt that he is guilty.

There is some doubt whether he is guilty.

3)There is no doubt about/of

4)without doubt毫无疑问

in doubt不一定，不能肯定

The whole matter is still in doubt.

throw/cast doubt on使人对。。。产生怀疑

6. more than

1) more than one作主语时位于用单数

More than one was/ were killed in the accident.

2) one and a half + 复数名词 谓语用单数

One and a half dollars is / are the tip.

One and a half hours is / are enough.

3) more than = over超过（反）less than不到

He is more than/ over / less than fifteen.

4）more than不仅仅, 极其

Bamboo is used for more than building.

He is more than pleased.

5） no more than

a. only仅仅,只有

There are only /no more than five people in the bus.

b. 同一样都不

He is no richer / taller than his brother.

6） not more than

a. at the most指多,最多

There are not more than ten people in the bus.

b.一方不如一方

He is not richer than his brother. 他没他哥富有.(他也富有)

7.Most of us would probably feel very sad

would用法：

1)will的过去式,多用于二，三人称

I knew you would agree.

I thought you would be sleeping.

2）提出请求，建议或看法使语气更加委婉

Would you kindly send me his address? 劳驾把它的地址给我。（请求）

You’d like some tea, wouldn’t you?你喝点茶吧，好吗？（请求）

Would you please lend me your pencil? （请求）

When would be convenient for you to come?你什么时候来方便？（请求）

I’m sure he wouldn’t mind your going.我相信你去他不会在意。(看法)

Wouldn’t be better to leave tomorrow?明天去是不是更好?（建议）

They wouldn’t have anything against it. 他们不会有什么反对意见。（看法）

3)在虚拟条件句中（主要用在主句中）

If I were you, I would go.

If you had taken my advice, you wouldn’t have failed.

4)表过去经常性动作

would

used to 过去常常，而现在不．（可同be连用）

He would sit there for hours sometimes, doing nothing at all.

I used to get up at six.

There used to be a river in the village.

5)表过去的一种倾向（现在用will）

The window wouldn’t open.

The wound wouldn’t heal. 伤口老不愈合．

6)表猜测(想必是)

That would be his mother. 这大概是他妈.

I thought you have finished this by now.

8.would probably feel

1) possible只有可能性，不管大小

probable多指有较大的可能性

likely

a. It is possible (for sb.) to do

It is possible that (should) do

It is possible (for us) to study English well.

It is possible that we study English well.

b. It is probable that

It is probable that it will rain today.

不能说: It is possible for him to come.

It’s possible that it will rain, but with such a blue sky it doesn’t seem probable.有可能下雨，但眼下晴空万里不像是下雨的样子。

c. sb./ sth. be likely to do

It is likely that

He is likely to come.

It is likely that he will come.

It is likely that it will rain.

It is likely to rain.

2) a) perhaps & maybe都当“也许”，“可能”解。但maybe一般用于非正式文体，而且主要用于美国英语。在表示“尽可能快地”时，只能使用短语

as soon as maybe=as soon as possible

不能说as soon as perhaps

b) perhaps一般用于句首,不与形式主语连用,后面不接从句,通常只接sb. 或sth.

Perhaps they will help us after all.

Perhaps the letter will come today.

maybe可放句首, 或后接从句

Maybe we’ll see you tomorrow.

I think maybe they don’t want him, he’s so cross.

c) perhaps表示 “或许”, “可能” 是一种推测,相当于maybe, 固不能与may连用,以避免语义重复

Perhaps they will help us.

3) probably不能用在not后

possibly 和can, could连用，起强调作用

---Could you ___ take care of my dog while I’m away? ---Sure. Leave it to me, please. A. perhaps B. possibly C. maybe D. probably (B) (could, can, may, might连用)

9. give up vt.

1) give up sth. 放弃

doing sth. 不再做某事

She gave up her rights .

This maths problem is too difficult. I’ll give it up.

Then he remembered he had given up smoking.

2）give up on sb. 对不抱希望

I gave up on you; you’ll never know anything about dictionaries.

3)give up sth. to 交出.让给

We gave him up to the police.

连接: give in vi. 屈服, 让步

give in to

He never gave in to difficulty.

10.There did not seem much point in working on

There be的一些特殊用法:

1)There be ( live, stand, fly, come, lie) 表存在

Once upon a time, there lived a man known by the name of Joe.

One night there flew over the city a little swallow.

There came a knock at the door.

2)*There seems to be好像又,似乎有

There seems to be no trouble.

There doesn’t seem to have been any difficulty over the money question.

*There used to be

There used to a cinema here before the war.

*There is sure to be 一定有

There is sure to be a place somewhere.

*There appears to be

There appear to be a war between his heart and his head.

*There have/has to be

Why do there have to be poor people like those?

3)There is no doing没法做某事

There is no knowing/telling没法知道/说

There was no knowing how long he might be away.

There was no arguing with Mary.

From now on, there was no looking back. 没发向后看

4)There is no need to do没必要

There is no need for you to worry.

5)There be在分词中的用法

There being nothing else to do, we went home.

There being no buses, we had to walked home.

6)There be再不定式中的用法

I expected there to be no argument about this.

It is impossible for there to be any more.

You wouldn’t want there to be another war.

7)There is no( a lot of ) sense/point/good/ use in doing sth.做某事没有道理(好处/用处)

There is no sense in worrying.

What’s the sense of doing that?

point:道理,作用,用处

There’s very little point in protesting.

There’s no point in arguing future.

11．that long

that用法：adv.那么，那样，这么

I wasn’t that clever.

同sothat 但省略 that

I was that angry I could have struck him .

He was that weak he could hardly stand.

how/so/too/that +a/an +单数可数名词

12. that much worse

修饰比较级的词有: rather, much, still, even, far, any(用于否定和疑问)，no, a lot, a little, a great deal, by far, a bit, three times etc

修饰最高级的有：序数词，by far,

13. engage

marry

engage

vt. vi.

1)雇用，聘请，租用

They engaged a cook for the summer.

He engaged / rented a room in the hotel.

2)吸引, 引起

The new toy engaged the child’s attention.

engaged adj.

1)(指人)忙的;从事的; 有事

(be) engaged in n. / doing = be busy in doing/ with n.

Can you come on Monday? No, I’m engaged.

be engaged in politics/ trade从事政治/ 忙于做买卖

2)有事占用;(电话)占线,有人占用

My time is fully engaged with my daily work.

Sorry! The line/number is engaged.

Is this seat engaged/ taken?

3)订婚

be(get) engaged to sb.

John got engaged to her when traveling last winter.

He returned home to learn that his daughter had just got engaged.

marry vt.

1) marry sb.

2) be /get married ( to sb.)

Is he married?

He has been married to Jane for three years

3) marry sb. to sb.

He married his daughter to a doctor.

14.instead of 代替,而不(后接名,代,动名词,介词短语等)

in place of 代替in one’s place

rather than 而不是,与其宁愿

instead adv.

take the place of

He gave me an English book instead of a Chinese book.

He walked home instead of taking a taxi.

I go to school by bike instead of on foot.

=I don’ t go to school on foot. Instead I go to school by bike.

Use water in place of/ instead of milk.

Will you go in my place / instead of me?

He ran rather than walked / instead of running.

Rather than cause trouble, he left.

Plastics have taken the place of wood.

15.继续

1) go on with n.

doing

to do

keep on doing 反复做

2) continue to do

doing

n. He continued hi s walk.

with

He didn’t continue with his explanation.

To be continued.待续

*继续(处于某种状态) link-v.

The weather continued damp and wet.

He continued silent.

3) carry on doing She carried on talking.

n. They would carry on the struggle for freedom.

with 把进行下去,继续干

Carry on with your work.

carry on with your plan.

16.stop from doing

preventfrom

keep from

hold back from

17.be /become famous for/as

be well known for / as

be famed for

be noted for a town noted for its beauty

a noted performer

18.make a discovery= discover

make a promise = promise

make a decision = decide

make a suggestion = suggest

make preparations for = prepare for

make repairs = repair

make an answer /reply = answer/ reply

19. since I. prep. 自从以来

1)接名词/动名词/介词短语（同完成时连用）

I haven’t been home since 1972.

She had been out only once since her illness.

Charles has worked hard since leaving school.

Since my coming to London I have not been well.

He had been there since before the war.

3) It is/has been +一段时间+ since + did

It was + 一段时间 + since + had done

It is / has been five years since I came here. 我来这五年了.（终止性动作表动作延续）

= I have been here for five years.

= I came here five years ago.

It is five years since I smoked. 我不吸烟五年了.（延续性动词表该动作结束 ）

I have smoked for five years. 我吸烟五年。

It was five years since we had such a wonderful time.

*since then

* since when

*ever since从那以后（一直）

I’ve always been on my guard since then.

Since when have you been living in this country?

John caught cold Saturday and has been in bed ever since.

20. please vt. 使高兴，

pleased adj. 高兴（人作主语）

pleasing adj. 使人高兴(物,人作主语)

pleasant adj. 使人高兴，愉快的，招人喜欢，可爱

pleasure n.

1)It is hard to please all.

Do it to please me.

2) be pleased to do

with

that

Helen was pleased to see him.

I’m very much pleased with what he has done.

I’m glad you’ve decided to come.

3)The flowers in the park were pleasing.

She was very pleasing in her appearance.

4) I hope you’ll have a pleasant holiday.

have a pleasant journey

The weather was pleasant.

I found him a very pleasant little man.

I have thought it would be a pleasant place to live.

5)*my/our/a pleasure是我（们）高兴做的事，甭客气

“Thank you to help me.” “My pleasure( It was a pleasure).

*with pleasure高兴地

I will help you with pleasure.

*(用在客气的答语中)没问题,可以

“Could you put me up to-night?” “ With pleasure.”

Will you take this along to the office for me?” “ With pleasure.”

(NMET)

1)---I’m very ___ with my own cooking. It looks nice and smells delicious.

---Mum, it does have a ___ smell. A. pleasant ; pleased B. pleased; pleased C. pleasant; pleasant D. pleased; pleasant

2)---It’s been a wonderful evening. Thank you very much.

---___. A. My pleasure B. I’m glad to hear that C. No, thanks D. It’s Ok

1) pleasant

a.使人高兴的，愉快的

have a pleasant journey

b.招人喜欢的，可爱，和蔼可亲

He is a pleasant young man.

I have thought it would be a pleasant place to live .

2)pleasing使人高兴

The flowers in the garden were pleasing.

3)pleased高兴

be pleased to do

be pleased with 喜欢，满意

be pleased that

4)pleasure n.

*at one’s pleasure

You may go or stay at your pleasure.

*have the pleasure of

=give sb. the pleasure of （客套语）有幸能

May I have the pleasure of dancing with you?

*my (our/a )pleasure

It’s a pleasure.

是我们高兴做的事，甭客气

*Take (a) pleasure in

*with pleasure 1)愉快地，高兴地

I shall do it with pleasure.

2)(客套语)没问题，可以

Will you pass me the newspaper, please? --- With pleasure.

1) 高兴得Her eyes shone with pleasure.

14.keep back留下，隐瞒

21.on the other hand用以引起与上文表达的意见不同的看法,同but & however的意思相同 ,可同on the one hand连用,也可单独使用. “另一方面”

on (the) one hand, on the other hand一方面另一方面却又

1)On the one hand, I like the colors of the painting, but on the other hand, I don’t like the background of it.一方面,我喜欢这幅画的颜色,另一方面,我不喜欢画的背景.

2)It is not a very nice flat. On the other hand, it’s cheap.这套房子不大好,可是它便宜.

4) Rafting can be exciting, but on the other hand, it can be dangerous sometimes.乘筏漂流令人激动,但另一方面它有时也是危险的.

22.turn out

1）关掉（电灯或煤气）

He turned out the light and followed his wife upstairs.

2) (to be) 结果是,证明是prove to be

It was cloudy this morning, but it turned out fine.

As time went on, Einstein’s theory proved to be correct.

Though it looked like rain this morning, it has turned out to be a fine day.

The examination turned out to be easy.

It turns out that he was never there.

It turns out that this method doesn’t work well.

3)制造,生产,造就

This factory turns out bicycles.

23.find it difficult to understand him

形式宾语:

1)find + it + adj./ n. + to do/ doing / that

常见的动词有：find/feel/ think/consider/make/take

a. I felt it my duty to report it to the leader.

At first I found it difficult to go on.

All these noises made it impossible for me to go on with the work.这样吵杂使我无法继续工作.

b. They felt it a waste of time arguing about it.

Do you consider it any good sending more people over?

你觉得再多派一些人去有好处吗?

c. They found it strange that no one would take the money.

I think it a pity that she didn’t show up at the meeting.

I remember I made it quite clear to you that I was not coming.

2) sth.+ be easy/difficult/hard/fit/comfortable +to do

The book is easy to understand.

I bought a book yesterday. I found it easy to understand.

= I found the book easy to understand.

比较: I found it easy to understand the book.

3)在like/love/hate/ appreciate + it +when结构中,没有宾补不像句型1)

(98) I hate ___ when people talk with their mouth full. A. it B. that C. these D. them

(04) I like ___ in the autumn when the weather is clear and bright. A. this B. that C. it D. are

I love it when you sing.

24.take measures to do sth.

What measures were taken to prevent fires?

take actions to do

25.I.ruin vt

1)弄坏,毁掉,毁坏,破坏

The storm ruined crops.

The fire ruined the house.

The bad weather ruined our holiday.

ruin one’s health

an ancient ruined city

She poured water all over my painting and ruined it.

2)使倾家荡产

I’m only ruin you. I can’t give you happiness.

n.1)(be ) in ruins 是一片废墟,落空

The house across the street were in ruins.

The town is in ruins.

2)fall into ruin 已成废墟

The house fell into ruin.

II. damage

1) n. harm, loss损害,损失

The storm caused great damage.

The new law has done a lot of damage to the government’s popularity.这条新法律给政府的声望带来很大损失.

cause / do damage to

2)damage vt.损坏

Mind you don’t damage it.

Many of the books were damaged by fire.

III. destroy vt.摧毁，毁掉，消灭

The enney destroyed the city.

The forest was destroyed by fire.

IV. harm

n.1) 损坏(同damage), 伤害（可指人）

He means no harm.他本无恶意.

do harm to

It wouldn’t do him any harm to work a little harder.他工作再努力一些对他没有害处

vt. hurt, spoil, damage伤害,损害,危害

Smoking will harm you.

be harmful to

26．mean v.

1)意思，意味

What does this word mean?

What do you mean by this word? 这个词是什么意思？

What is meant by this word?

What’s the meaning of this word?

2) mean to do 打算做某事

mean doing 意味着

I don’t mean to hurt you.

Missing the train means waiting for another hour.

3) had meant to do=mean to have done本打算

I had meant to come earlier.

had meant to do

had wanted to do

had thought to do

The cause of the fire was a cigarette-end. had expected to do

had hoped to do

had intended to do

4) mean a lot to sb. 对很重要

a great deal

much

mean everything to sb. 是某人的一切

My garden means a great deal to me.

My dog means everything to me.

27. cause v.引起,造成,使发生

1)What ( cause d / made ) you change your mind?

2) make sb. mad

cause X

drive

send

3)cause sb./sth.

cause sth. to sb.

I’m not causing you any real trouble.

4)cause n.1).起因，原因，缘故，理由，根源[c]

着重是指产生某种结果的原因：the cause of

The cause of the fire was dry. 起火的原因是干燥。

The cause of the accident was the fact that he was driving two fast.事故的原因是他开车太快了.

5）reason意思是理由，原因，缘故着重指产生某种行为或想法的理由：

the reason for /why

Give your reason for the plan.把你计划的理由讲一下.

The reason for my lateness is that I missed my bus.

The reason for the flood was all that heavy rain.

理由=reason

There is no cause/reason for alarm.

You have no cause for complaint.

28.satisfy1)使感到满意vt.

the answer won’t satisfy her.

be satisfied with

I’m not at all satisfied with the present situation.

2)满足：satisfy one’s needs/demand/curiosity

adj. satisfying 使人满意a satisfying meal

29．what if= what will happen if要是怎么办？假使怎么办?

What if he doesn’t come? (用一般现在时)

30.be described as

31. believe相信,认为

1) believe (that)

I believe you’ll regret leaving London.

She believe what I said.

2) believe sb. / sth.

You can ask Mr Smith if you believe me.

Mother could hardly believe her eyes.

3) believe sb./ sth. to be/ to have done

I believe him to be innocent.

I believe him to have done it.

I believe it to have been a mistake.

They are believed to have discussed this problem.

4) “Will everything be finished tomorrow?” “Yes, I believe so.(No, I believe not.)

5) What do you believe he is?

What do you believe is he? X

Do you believe what he is? X

Do you know what he is?

Do you know what is he? X

What do you know he is? X

6) believe in信仰,相信

Christians believe in Jesus.

I don’t believe in the theory.

You can’t believe in him.

7) believe in doing主张,认为是好的

I’ve always believe in being broad-minded.

He believed in the child being taught on the translation method.

32. the other way around

33.only by

34. have something in common

人教版英语必修二unit1公开课教案 第8篇

阅读是学生获取信息的重要途径,也是新课标要求的语言技能之一。阅读课作为培养学生阅读能力的课型,在中学英语课堂中十分常见,然而要真正上好阅读课并非易事。《普通高中英语课程标准(实验)》指出,在阅读教学中要“特别强调培养学生在阅读过程中获取和处理信息的能力”(教育部2003)。而在传统的阅读课上,许多教师受困于“语言第二,应试第一”的价值取向(葛炳芳2012),往往将文本信息匆匆带过,使得阅读课成了词汇语法课。一堂课下来,学生体验不到阅读材料所体现的文本魅力(张弘2015),更无法从阅读课中提升思维能力。对于阅读课来说,文本作为阅读对象是阅读的前提和基础,处理文本的方法直接影响一堂阅读课的质量。因此,针对阅读课,笔者将着眼点重新置于文本,并结合具体课例探讨综合视野下的“四构”文本处理方式。

一、“四构”文本

“四构”分别指文本的初构(Ice-breaking)、解构(Deconstruction)、重构(Reconstruction)、创构(Creation)(葛炳芳2015)。

文本初构为输入阶段,指激活图式,是对表层信息进行初步加工;解构为输入阶段,同时可设置一些输出性活动,是在初步加工表层信息的基础上对相关信息的进一步阐释与整合。在这一阶段,教师可根据教学目标对内容、语言、思维有不同程度的侧重;重构是由输入为主的活动向输出为主活动的一个过渡、整合过程,可以是基于内容阐述观点,也可以是基于观点进行思考与评价;创构是基于输入的输出阶段,学生根据文本内容,运用所学语言进行思想表达、创写等,是内容、语言、思维三大核心要素高度综合的过程。

二、综合视野理论指导下的“四构”文本处理

英语阅读教学综合视野的理论以“为内容而读,为思维而教,为语言而学”和“体验阅读过程,感受策略运用”为核心理念,强调阅读教学要依托阅读文本展开,以内容、语言、思维为三大核心要素(葛炳芳2015)。阅读文本是基础,就阅读文本而言,综合视野下的阅读教学关注三个本质问题:(1)所选用的教学文本有何价值?(2)如何实现这些教学价值?(3)如何知道这些教学价值是否已经实现?(葛炳芳2015)对于日常课堂而言,虽然教学材料是确定的,但教师仍然可以从这些固定的教学文本中发掘教学价值,确定教学目标。

综合视野下的文本“四构”为文本处理提供了指导方向。综合视野理论对文本的“四构”处理方式为教学中的文本处理提供了切实可操作的路线。教师可以通过对本文进行初构、解构、重构实现文本的教学价值,通过创构检测教学价值是否实现。笔者将基于该理论,结合一堂教学观摩课,解读英语文本阅读教学,进一步阐述文本的“四构”。

三、案例探讨

该课例的文本为人教版高中英语必修三第五单元的阅读语篇A Trip on“The True North”。话题为travelling,是新课标要求的话题之一。学生对这一话题较感兴趣且较熟悉。全文以李黛予和刘倩乘坐火车去加拿大看望表兄妹的故事为线索展开,记叙了他们坐火车穿越加拿大一路上的见闻,介绍了加拿大的城市、人口、自然环境、生态资源等内容。基于此,笔者将结合该课例,依照整堂课读前、读中、读后三个阶段的顺序探究如何将综合视野理论下文本“四构”处理方式实践于实际教学中。

(一)读前———初构文本

读前也即导入,在该阶段如何与文本相结合进行文本初构呢?在该课例中,教师通过询问学生是否喜欢旅行,并以让学生分享自己的旅行经历的方式引入旅行的主题。接着,教师呈现了学生所熟知的关于加拿大的一些信息,让学生猜测将要学习的国家。文本初构,如前所述,是激活图式、提取并处理表层信息的输入过程。该阶段完成了文本初构中激活图式的环节,帮助学生将旧知与新知相联系,主要是对内容的激活,与此同时也可以引导学生回忆与旅行有关的概念。

综合视野强调内容、语言与思维的融合,在文本的初构阶段则以内容为主,兼顾语言与思维的激活(葛炳芳2015)。因此,在读前进行文本初构时,教师还可以通过头脑风暴、读前预测等活动激活学生的语言与思维图式。新知与旧知的衔接有助于学生对已经学过的内容进行巩固复习,有利于词汇积累(唐玉婷2014)。而在该课例中,教师采用了一项有意思的活动,即让学生根据标题与课文中的图片猜测题目中The True North指的是什么,并引导学生关注介词on,进而得出The True North指的是主人公乘坐的火车名字。可以说,该活动在引入内容的过程中激活了学生的思维。

(二)读中———初构、解构、重构相结合

在读中阶段,教师分四个步骤对文本进行处理。

首先,教师让学生快速阅读第一段,并将题目补充完整。_____had A Trip on“The True North”which is_______because they thought______.该过程要求学生在读前对题目进行理解的基础上,再次围绕题目,对第一段内容和信息进行提取并整合概括,完成对第一段文本的解构。该阶段重点关注文本内容,通过补充标题的活动引导学生运用阅读策略对第一段内容进行梳理概括,找出文章的人物、事件和起因。

接着,教师让学生阅读第二段,并找出Danny对于此次旅行的介绍,从而预测他们会在接下来的旅途中看到什么,即提取表层信息,激活图式,激发学生的阅读兴趣,进行文本初构。图式激活能够帮助学生为下一次的信息处理提供框架(郑晶2015),有助于提高阅读效果。

再接着,教师顺着Danny的话让学生找出文中提到的加拿大的城市名字,根据旅程的顺序填入工作单(如图1)中。该过程仍为提取表层信息,即初构文本的过程。在找出城市名称后,教师紧接着让学生阅读全文找出这些城市的信息,以笔记的形式填入工作单(如图1)中。该任务需要学生对信息进行整合,是以内容为核心指向的文本解构过程。

最后,教师让学生找出文中所述的沿途风景,然后引导学生思考使用catch sight of与使用see所传达的情感的不同,进而带领学生感受作者见到这些野生动物时的兴奋之情。该过程从提取表层信息到对信息内容进行阐释,是对文本进行初构到以语言为核心指向的文本解构的过程,有助于培养学生对语言的敏感性。除此之外,教师还引导学生发现两位主人公在见到沿途风景时的其他情感,并让学生基于对文本的理解,阐释主人公为何会产生这样的情感体验。这一过程是以思维为核心指向的文本重构处理。

从整个过程来看,教师运用文本初构、解构与重构相结合、螺旋前进的方式处理文本,主要通过问题链的方式对全文进行衔接处理。从该课例也可以发现,在处理文本的过程中,针对不同的信息点,教师可以反复利用从初构到解构,再到重构的过程,帮助学生从表层理解过渡到深入理解(如图2)。教师在引导学生对文本进行解构时,可以通过设计思维导图、问题链、教学留白等方法帮助学生实现这一过程(钱剑英、徐钰,等2015)。

(三)读后———创构文本

文本创构是基于输入进行输出即表达的阶段(葛炳芳2015)。在读后环节,教师引导学生回到题目,思考为什么这辆火车的名字要加上TRUE。该过程需要学生基于文本内容,并根据自己对文本的理解与解读,进行思想表达,这是在文本学习后进行的输出过程,也是对文本的“创构”处理。在这一阶段,教师通过学生的输出检测文本教学价值的实现与否。该活动的设置使内容、思维、语言达到了较大程度的融合,引导学生着眼于TRUE一词,从语言出发,回归文本内容,剖析作者观点,达到思维训练的目的,同时又借助语言表达思想,体现了英语阅读教学的综合视野。

结束语

综合视野下的“四构”文本处理方式为阅读文本的处理提供了方向,且具有可操作性。经课例分析后发现,在文本的处理过程中,文本的“四构”并非必然呈现简单的直线推进关系。教师在引导学生理解文本的过程中,可针对不同的信息点,分别进行文本初构、解构与重构,以帮助学生由浅入深地理解文本,并保证足够的输入,为输出做好铺垫。而通过观察学生在创构阶段的输出效果,教师可以检测到文本价值的实现与否,从而进行教学反思,提升教学质量。

参考文献

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