人教新课标 高一unit19 Modern agriculture 教案

人教新课标 高一unit19 Modern agriculture 教案（精选5篇）

人教新课标 高一unit19 Modern agriculture 教案 篇1

教学内容

教材分析 4 periods for textbook and 3 for exercise

教学目标

1、知识目标：Traveling, Describing a journey

2、能力目标: Write a journal

3、德育情感目标: It is not easy to make a living

教学重点 The present progressive tense expressing futurity 教学难点 The present progressive tense expressing futurity 课型.warming-up 教学媒体 multi-media computer 教学方法：task-based approach

Teaching procedures: Step1.leading in

Brainstorming questions:

1)With the development of society, we are changing our way of life.The National Day’s just passed, what have you been ding all the 7 days?

2)I guess some of you must have gone to some place to travel.Yes , more and more people enjoy traveling nowadays.3)Do you like to explore some wild places ? 4).where do you want to go ? 2.Let me do a survey among you.Now you are going to an isolated island.There are 10 things for you to take.Make a list from the most important to the least.tell me the reasons.(they are on the power point.Step2Do the work in warming up

Step3 choose a place in the box to do the pair work.When are you leaving ? How are you going? When are you arriving? Where are you staying ? How ling are you staying ? When are you coming back?

Step4.Explain the grammar(they are on the power point of unit 3 P1)

Period 2 Reading Teaching procedures:

Step 1.Free talk about rivers.What will happen if there is no water? Where can you find water?

Do you know the 4 rivers in the world? The Yangtze River The Nile The Amazon The Mississippi Step 2 Questions

What other rivers do you know ? What river do you want to travel to ? Why? What the use of rivers?

How do people who live along a river use it?

The world has many rivers, if u could travel down one of them, which one would you choose ? Why?

Step3.Listening to the tape of the passage Step4 skimming

Answer the following questions

1)Who are Wang Kun and Wang wei? 2)What are their dream?

3)Who are Dao Wei and Yu hang? 4)Where is the source of the Mekong?

5)What can you see where you travel along the Mekong? 6)Is it a difficult journey to cycle along the Mekong? Why? Step 5 scanning

Fill in the blanks of the box.Step6 Who do you think was right about the trip? Why? Step 7 dealing with the language points 1.the river 2.dream 3.take a trip 4.graduate from 5.It was…that 6.persuade

7.insist on /insist that clause 8.details 9.determine 10.altitude 11.experience

12.give in/give up/give out/give away 13.keep on doing sth.14.enter

Period 3 grammar and listening

Step 1.Imagine it is October 1st again, you have 7 days’ holidays.You are going to a place to travel.do the pair work.When are you leaving ? How are you going? When are you arriving? Where are you staying ? How ling are you staying ? When are you coming back?

Step2 Grammar :The present progressive tense expressing futurity Step3 practice the exercise on textbook page 21.Step4 explain the exercise on the exercise book about the grammar.Period 4 Writing

Step1 Reading the passage on page 24 Step2 answer the following questions: What is a travel journal?

What is the difference between a diary and a travel journal? How to write a travel journal? Step3 homework Design a travel plan

Suppose you are going to a place to travel.you want to go there with one or two partners.So you would design it as beautifully as you can.The following should be included : Place When How long

Step 4 Feedback

Through the learning of the text, students are more interested in traveling and how to plan for their travel.

人教新课标 高一unit19 Modern agriculture 教案 篇2

人教版新课标高一必修2 Unit 3 Computer―教案2

人教版新课标高一必修2 Unit 3 Computer―教案2   Unit 3 Computer教2 TITLE=人教版新课标高一必修2 Unit 3     Reading part: Who am I? Teaching aims 1.Knowledge aims (1)Get the students to learn the useful and expressions in this part. (2)Let students to learn about history and basic knowledge of computers. 1. Ability aims Develop students reading abilities and let them learn different reading skills. 3.Emotion aim: Arouse students great interest in learning computers and let them learn to use the computers in their daily lives. Teaching difficult and important points 1.Let the students learn more about history and basic knowledge of computers. 2.Get the students to learn different reading skills. Teaching methods 1. Task-based teachingand learning 2.Cooperative learning 3.Discussion   Teaching procedures and ways              Step1.Warming up Task1: How much do you know about computers? (Make a survey) 1. What does IT mean? Information technology 2. How to speak 科学技术 in English? Science and technology 3. What does PC mean? Personal computer  4. How to speak 人工智能 in English? Artificial intelligence   5. What does PDA mean?  Personal digital assistant 6.How to speak 笔记本电脑 in English? Notebook computer/ laptop  7. What does W.W.W mean? World wide web 8. What can computers be used to do in our daily life? …… Task2: What is it?  Give some sentences to describe different kinds of calculating objects and some pictures to help the students to guess what it is? ① An old calculating machine used in China until now. An abacus ② It is a new calculating machine which can solve a large number of mathematical problems. A calculator ③ It is built to solve some mathematical problems. But it is too big. A huge computer ④ It is a computer which can solve all kinds of problems and is used widely now . APC / desktop ⑤ It is a kind of computer which can be taken conveniently(方便). A laptop / notebook computer   Step2.pre-reading Can you put these inventions in an order according to the time when they appeared? ( )Analytical machine（分析机） ( ) Laptop ( ) Calculating machine （计算机器） ( ) Robot／android ( ) PC ( ) Universal machine（通用机器）   Step3. Reading (1)Skimming Task1. Find out the topic sentences of each paragraph (P19.Ex2) Task2 .Summarize the general idea of this passage. (2)Scanning Task1. True or False In 1642 I began as a calculating machine and could solve any mathematical problem. (F: solve any calculating problem) My real father was Charles Babbage, who wrote a book and build me in 1936.(F: Alan Turning) After I got my new transistors in the 1960s, I became smaller but cleverer and quicker.(T) I was brought into peoples homes in the 1970s.(T) Since my birth I have been built to take the place of human race.(F: build to serve human race)     (3)Careful- reading Task 1: Look at the timeline below. Fill in the blanks with information from the reading text. Time The development of the computers 1642   1822 The Analytical Machine was made by Charles Babbage.     1940s     The first family of computers was connected to each other. 1970s   now     1642: The computer began as a calculating machine 1822: The Analytical Machine was made by Charles Babbage. 1936: The computer grew rapidly both in size and in brainpower. 1940s: The computers had grown as large as a room. 1960s: The first family of computers was connected to each other. 1970s: Computers were used in offices and homes Now: Computers connect people all over the world together. Step4. Conclusion of the text How did computers develop?  A calculating machine →_____________→ _________________→_________________→________________→_____________→ ________________→________________→_ many new applications  

 

人教新课标 高一unit19 Modern agriculture 教案 篇3

人教版新课标高一必修3 Unit 2 Healthy Eating--教案5

人教版新课标高一必修3 Unit 2 Healthy Eating--教案5 Unit 2 Healthy Eating--教案5 TITLE=人教版新课标高一必修3 Unit 2 Healthy  Unit2 Healthy eating The fifth period Speaking   Step ⅠRevision   Check the students’homework.   Step Ⅱ Warming up   T: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.   First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part the, try to make the class get active.   Step Ⅲ Talking   If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.   ( Divide the class into two groups: team A and team B.)   T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.   Doctor Patient   What’s the matter? What should I do ?   How long have you been like this? What seem to be the trouble?   I think you ought to.. Do you think you could give me some advice?   Perhaps you should…   I suppose you had better…   Step Ⅳ Speaking task   This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.   T: In the reading task we have read two speakers’arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. Two of ou argue for and two against building the restaurant. The following is useful to you. Please look at the table.   I don’t agree That’s a good idea.   I’m afraid not Certainly/ Sure.   Of course not. All right.   I don’t think so. No problem.   Yes, I think so.   Step Ⅴ Homework   1. Review the sentence structures, new words and expressions.   2. Imagine the old local restaurant has gone. What do you think should be built there. Present the advantages of your idea.

人教新课标 高一unit19 Modern agriculture 教案 篇4

Unit 1 Friendship Teaching goals:

*语言知识

1.to talk about friends and friendship, and interpersonal relationship 2.to practise expressing attitudes, agreement and disagreement, and certainty 3.to master some sentences about giving advice 4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions 5.to learn about communication skills

*语言技能和学习策略

1.to develop listening skills by doing exercises in listening task 2.to develop speaking skills by finishing the speaking task and other activities like discussion and oral practice 3.to develop reading skills through the reading materials in this unit 4.to learn to write a letter of advice

*文化意识

1.to know about friend and the real meaning of friend 2.to learn how to get along with others

*情感态度

1.to arouse the interest in learning English 2.to learn to express their feeling of friends and friendship

Teaching key points: 1.how to improve students’ speaking and cooperating abilities

2.learn to use the Direct Speech and Indirect Speech(1):statements and questions 3.master some words and expressions Teaching difficult points: 1.train the students’ speaking, listening, reading and writing abilities 2.how to improve students’ cooperating abilities Teaching methods: Student-focus approach and task-based approach Learning methods: Cooperative study Teaching aids: Computer

The First Period(Warming up &Speaking)Teaching aims: 1.to know about different kinds of friendship 嘉兴英语教学网 收集整理

2.to learn some words of describing friend and friendship 3.to master some useful words and expressions Teaching methods: 1.discussing

2.cooperative learning

Teaching materials: Warming up Teaching procedures: Step One: Leading-in 1.Free talk: Something about friend and friendship Ask the Ss to describe one of their friends----their appearance, personality, hobbies, etc.Qs: What’s your friend like?

What does he/she like to do in his/her spare time?

What personality does he/she have? Step Two: Discussion

1.Writing the following statement on the blackboard We all agree that to have a good friend , you need to be a good friend.2.Ask the Ss: What do you think of this statement and how can you be a good friend? Let the Ss express their views 3.Have the Ss get into groups of four to list some qualities of a person they would like as a friend.Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent… 4.Have a member of each group report on what their lists have and list them on the blackboard 5.Ask the class whether or not they agree with all the qualities listed Step Three: Doing the survey and explanation 1.Have the Ss do the survey in the textbook and let them work out their score.2.Teacher explain each item Question 1 deal with how thoughtful you are towards others.The scoring reflects your concern for others.So one point for A gets the lowest score because it is the most selfish response.B get the highest score because it show a concern for your friend as well as your wish to go to see a film.C gets a slightly lower score because although it shows you want to go with your friend(because you change the plan), you do not help your friend.Question 2 is concerned with fairness.A gets the lowest score because you are not giving your friend another chance to behave better this time.B gets a higher score because you let your friend borrow the camera again.This shows kindness and forgiveness or the trouble you had when it was returned broken.But you are not balancing his heeds against your own.That is why C gets the highest score.You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.嘉兴英语教学网 收集整理

Question 3 deals with your concern for others.A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend.This is not responsible.You have things that you need to do.Of course your friend is important but not more important than you responsibilities.B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too.But it does not show any real interest in his / her problem.C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend.A provides the correct amount of responsibility to your friend.You recognize that it was your fault and will put it right and pay for the damage.So it gets the highest score.B provides some understanding that you are responsible.You put the situation right but you do not pay for the damage yourself.So it does not get the highest score.C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5 is concerned with honesty.If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat.That is not honest, so answers A and C get no marks.But it takes courage to tell your friend that they should have studied and that they cannot look at your paper.That is also the honest answer.So you get 6 points for B, which is more than any other in the quiz.Step Four: Language points Teacher explain language points with some slides 1.add v.1)to put together with something else so as to increase the number, size, importance, etc.增加，添加

eg.Please add something to what I’ve said, John.2)to join numbers, amount, etc so as to find the total eg.Add up these figure for me, please.常用结构：

add up / together sth.把…加起来，合计 add sth.to sth.把…加到/进 add to(=increase)增加了… add up to 合计，共计 add in 包括…，算进

2.pay to get it repaired

花钱让人去修理

3.upset

adj.worred;annoyed 不安的；使心烦意乱的

v.cause to worry, to be sad, to be angry, not to be calm, etc.使不安；使心烦意乱

eg.He was upset when he heard the news.His cheating in the exam upset his teacher.4．ignore vt.to pay no attention to sth.忽视；对…不予理睬 eg.Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.无知的；不知的 ignorance n.无知；愚昧 嘉兴英语教学网 收集整理

5.calm

vt.to make sth./ sb.become quiet 使镇静；使平静

adj.not excited, nervous or upset 镇静的；沉着的

calm down 镇静；平静

calm down sb.=calm sb.Down

使某人镇静 sb.calm down(vi.)

某人平静下来 eg.The excited girl quickly calmed down.He took a few deep breaths to calm himself down.6.have got to do sth.(口语)=have to do sth.不得不做某事；必须做某事

eg.Since you’re no longer a child now, you have got to make money to support the family.*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.have got to前不用情态动词，而have to前则可以。如： eg.Have you got to writ an assignment for your teacher? 7.be concerned about / for : be worried about eg.We’re all concerned about her safety.8.cheat

vt.1)to act in a dishonest way in order to win

欺骗；作弊

eg.Any student caught cheating will have to leave the classroom.2)to take from(someone)in a dishonest way 骗；骗取

eg.They cheated the old woman(out)of her money by making her sign a document she didn’t understand.n.1)an act of cheating

作弊行为

2)one who cheats

骗子

Step Five: Speaking 1.Get the Ss to work in groups of 4.2.Ask the Ss to use the questionnaire in Warming up as an example and discuss about designing questions.3.Follow the steps in this part and start the discussion like this: A: Now let us design a questionnaire to find out what kind of friend one is.B: OK.First we must think of four questions and three possible answers to each question.C: What about the first question? Have you got one in mind? D: Suppose your friend has taken away your book by mistake.What will you do or say to him / her? …

4.Teacher go around in the classroom and check their discussion.Step Six: Assignments 1.Ask Ss to consider the following question;What is / are the most important quality / qualities that a friend needs to have? 2.Prepare for Reading

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The Second and Third Period

(reading and language points)Teaching aims:

1.to know about the story of Anne’s Diary

2.to promote the Ss’ abilities of reading comprehension 3.to learn about the following words and expressions: readon;list;go through;hide away;set down;a series of;outdoors;crazy;spellbound;on purpose;dare;happen to do sth.;It’s the first time that… Teaching methods: 1.reading and discussion 2.cooperative learning and speaking Teaching materials: Reading, Comprehending Teaching procedures: Step One: Leading-in Ask their opinions on the question mentioned in the assignment of last period.Step Two: Pre-reading Let the Ss think about the questions in Pre-reading, and express their own views to the whole class.Step Three: Reading

1.Ask the Ss to look at the pictures and the heading, guess what the text might be about.2.Get the Ss to skim the passage and answer the following questions: What’s Anne’s best friend?

What does her diary mainly talk about?(1.Anne’s best friend is her diary.2.It’s about Anne’s feeling of hiding away.She especially missed going outside and enjoying nature.3.Let the Ss read the passage and discuss the following questions: 1)Imagine what it might be like if they had to stay in their bedroom for a whole year.You could not leave it even to go to the WC or get a cup of tea.How would they feel? 2)If you are only allowed to have five things with you in the hiding place because there is very little room, what would you choose? 3)Try to guess why the windows had to stay closed.4)Guess the meanings of the word “crazy” and “spellbound” according to the context.Step Four: Discussing the style Ask the Ss: 1.What do you think is the purpose of this passage? Why did Anne write it? 2.Do you think it is successful? Do you understand Anne’s feelings?

3.What is Anne’s tone? In other words, is the author angry, sad, happy or thrilled? 4.What is Anne’s point of view? Do you agree with it? If so, why? If not, why not? Step Five: Listen to the text and comprehend it Step Six: Language points 1.go through 嘉兴英语教学网 收集整理

1)to examine carefully

仔细阅读或研究 eg.I went through the students’ papers last night.2)to experience 经历；遭受或忍受

eg.You really don’t know what we went through while working on this project.2.hide away 3)vi.to go somewhere where you hope you will not be seen or found 躲避；隐匿

hide away +地点

eg.The thief hid away in a friends’ house for several weeks after the robbery.4)to put or keep sth./sb.in a place where they / it can’t be seen or found 藏；隐蔽

hide away sth./ hide sth.away eg.Why do you hide your thoughts away from me? 3.set down 5)write down 写下；记下

eg.I’ll set down the story as it was told to me.6)put down 放下；搁下 set down sth./set sth.down eg.He set down a basket on the ground.4.series

n.（单复数同形）

a series of 一连串的；一系列的 5.crazy

adj.7)mad, foolish 疯狂的；愚蠢的

It is crazy of sb.to do sth.= sb be crazy to do sth.eg.It’s crazy to go out in such hot weather.8)wildly excited;very interested 狂热的；着迷的 grow / be crazy about sb./ sth.eg.The boys are crazy about the girl singer.9)like crazy 发疯似的；拼命地

eg.He talked like crazy;I couldn’t understand what he said.6.I wonder if it’s because I haven’tt been able to be outdoors for so long that ….*I wonder if / whether…

eg.I wonder if you can help me? *It’s because …

it is 后的表原因的从句中，只能用because来引导，不能用since或as.eg.Why did you go to school on foot?

It is because my bike had broken.7.spellbind

v.to hold the complete attention of 吸引人，迷人；使入迷

eg.The children watched spellbound as the magician took rabbits from his hat.9.stay

v.to continue to be in a particular state or situatioin 系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。eg.He stayed single all his life.10.on purpose 嘉兴英语教学网 收集整理

1)故意地（反义：by chance / accident）

eg.I think she lost the key on purpose.2)on purpose to do sth.为了要…而特地

eg.He went to town on purpose to sell one of his paintings.10.far

adv.“过于；…得多” ,表示程度，经常与too或形容词、副词的比较级连用。

eg.She speaks English far better than I.This room is far too warm.cf.very, much, far 11.dare 1)modal.v.多用于否定句、疑问句、条件状语从句、whether(if)等名词性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.eg.How dare he say such a word!

If you dare do that again, you’ll be punished.2)vt.敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的to可保留也可省略。

eg.I wonder how he dare to day such words.12．happen to do sth.It so(just)happened that… 不能用于进行时态。

eg.I happened to be out when he came.= It so happened that I was out when he came.13．It’s the first time that…

eg.It is the first time that I have seen the sea.Step Seven: Comprehending Get the Ss to do the exercises in this part.Step Eight: Consolidation Listen to the text again to appreciate it.Step Nine: Assignments 1.Read the key sentences in the text 2.do the exercises on Wb(Page 41-42)

The Fourth Period(Listening)Teaching aims: to train and develop listening skills by listening to the listening exercises in this unit Teaching methods: Listening and speaking Teaching materials: listening parts on Page 6 and Page 41 and Page 43 Teaching procedures: Step One: Revision Check the answers to the homework Step Two: Listening 1.Listen to the exercises on Page 6 嘉兴英语教学网 收集整理

2.Guess the words by listening to the tape and write them down Step Three: Listening to the passage Fill in the blanks on Page 41 Step Four: Speaking

Listen to the tape and discuss questions in groups of four, express your own views.Step Five: Listening task 1.Discuss with the Ss whether they always do what their parents tell them.2.Have the Ss listen to the passage.3.Fill in the table

4.Work in pairs to give some advice to Anne Step Six: Assignments 1.Do the exercises on Page 42(Ex 1,2)2.Revise the Object Clause

The Fifth Period(Discovering Useful Structures)Teaching aims: Let the Ss use the Direct Speech and Indirect Speech Teaching methods: 1.discovery learning 2.cooperative learning Teaching materials: Page 5 Teaching procedures: Step One: Revision 1.Check the homework with the Ss 2.Revise the Object clause

Exercise: Rewrite the following sentences.1.I go to school by bike.(He said…)

2.Will you forget to do your homework?(Mary asked him…)3.When did you come here?(They asked me…)4.What has he said?(Do you know…)

5.Anne is watching TV now.(Mother told me …)Step Two: discovering useful structures 1.Present some sentences for Ss

1)My friend says, “ I will come here tomorrow?”

如果此时此地，你来转述，应该说：

My friend says she / he will come here tomorrow? 如果时间变了，地点不变，你来转述，应该说： My friend said she / he would come here the next day.如果地点变了，时间还是今天，你来转述，应该说： My friend sayd she / he will go there tomorrow.如果时间地点都变了，你来转述，应该说： My friend said She / he would go there the next day.嘉兴英语教学网 收集整理

如果由别人转述，时间地点都变了，应该说：

He/ She said he /she would go there the next day.*使用直接引语和间接引语要注意具体语境。

2）“Do you go to the park yesterday?” He asked me.He asked me if / whether I went to the park the day before.3)Kate said to John, “What’s your favourite food?”

Kate asked John what his favourite food was.2.Get the Ss to have a look at Part 1 in “Discovering useful structures” and sum up this grammar point.人称、时态、指示代词、时间状语、地点状语等的变化。Step Three: Practice 1.Do the first tow sentences in Part 2 as examples.2.Check the answers together.Step Four: Assignments 1.Wb, Page 42, 43(Individual, Groups)2.Prepare for Reading on Page 44

The Sixth Period(Reading)Teaching aims:

1.to learn about friendship in Hawaii 2.to promote the Ss’ abilities of reading comprehension 3.to learn about the following words and expressions: way;the second important;It’s believed that…;in peace;those who …;etc.Teaching methods: 1.reading and discussion

2.cooperative learning and speaking Teaching methods: Reading(Page 44)Teaching procedures: Step One: Leading-in

1.Ask the Ss if they can think of any place in the world where Chinese and Western cultures live side by side.(Hong Kong, Macao, Singapore, the Philippines, San Francisco, etc.)Step Two: Reading 1.Get the Ss to read the passage and try to finish the table in Ex1.2.Read the passage carefully again and discuss the questions in Ex2.3.Report their discussion Step Three: Listening to the text and comprehend it Step Four: Language points 1.the way to do sth./ the way of doing sth.2.the second most important the second + adj.（最高级）the third + adj.（最高级）

eg.The Yellow River is the second longest river in China.嘉兴英语教学网 收集整理

China is the third largest country in the world.3.to enjoy the land = in order to enjoy the land eg.To make the w8th Olympic Games the game ever, Beijing will make several changes.* to do和 in order to do可以置于句首、句末，而 so as to do只能置于句末。4.Indeed, Hawaii is a place where ….small communities.5.It’s believed that the islands can be a paradise ….It’s believed that …= People believe that …

eg.It’s believed that they arrived more than 30,000 years ago.6.in peace 7.… they are really talking about all those who live on the islands.those who…=people who … “凡…的人”

eg.The teacher praised those who had done good deeds.We find it our duty to help those who are in trouble.8.Living in peace, Hawaiians has developed …

现在分词短语作原因状语，相当于 As they are living in peace.9.Perhaps this is how most visitors will remember their new friendship.Step Five: Listening to the text and enjoy it

The Seventh Period(Speaking Task and Writing)Teaching aims: 1.to develop Ss’ speaking ability and learn to express their own views 2.enable Ss to write a letter of advice Teaching methods: 1.tasked-based learning 2.speaking Teaching procedures: Step One: Speaking task Task One: Ex1(Page 45)1.Get the Ss to work in pairs, have them read the situations and choose one to discuss.2.Ask the Ss to present their dialogue.Task Two: Ex2(Page 45-46)1.Ask the Ss to look at the pictures.2.Work in groups of four and talk about whether they are doing is cool or not.3.Try to express their own views to the whole class.Step Two: Writing

Task One: Ask the Ss to write a letter of advice 1.Get the S to read the letter on Page 7 and understand it.2.Ask the Ss to work in pairs and talk about how to answer the letter.3.Write the letter in reply down.10 嘉兴英语教学网 收集整理

人教新课标 高一unit19 Modern agriculture 教案 篇5

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人教新课标高二《中国小说欣赏》《西游记》教案2

一、设计理念：自主—合作—探究学习的新课程理念。

1、自主学习：课前阅读原著，选择自己喜欢的一个故事进行精读，查找工具书解决字词障碍，熟悉故事内容，摘抄积累优美词句。

2、合作学习：在自主阅读的过程中，提倡小组的合作精神，碰到不懂的问题提出来在小组中讨论。绘画、表演等环节，同学之间可以相互帮助，共同合作。

3、探究学习：利用多种途径查阅有关《西游记》的资料；认识作品的现实意义。

二、教学目标：

1、了解《西游记》的主要故事内容，体会作品中天马行空的想象，培养阅读兴趣。

2、结合作品故事情节和景物来理解主要人物形象，形成个性化的认识和看法。

3、认识《西游记》的作品现实意义，学习唐三藏一行人毫不退缩的坚定勇气。

三、教学重难点

1、教学重点：结合故事情节和环境描写理解人物特点，感受人物形象。

2、教学难点：认识作品的现实意义。

四、课前准备：

学生方面：

1、阅读原著，精读一个自己喜欢的《西游记》故事，摘抄积累优美词句，为这个故事画一幅插图。

2、小组合作表演一分钟精彩片断。（如“大闹天宫”“真假美猴王”等）

3、查阅有关《西游记》的资料，包括作者简介、写作背景以及小说的形成及影响等。教师方面：制作多媒体课件，刻录电视剧《西游记》片花。

五、教学过程

（一）情境导入：

1、（多媒体播放歌曲《敢问路在何方》）刚才有的同学情不自禁跟着哼唱，看来喜欢这首歌，那应该也会喜欢《西游记》吧？

2、自由发言：说说你搜集到的有关《西游记》的资料。（参见“知识链接”）

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在四大古典名著当中，《西游记》是最受青少年喜爱的，它被拍成了电视剧，制成了卡通片，绘成了连环画，可谓是妇孺皆知，但改编的作品代替不了原著。同学们前段时间已对这部著作进行了阅读，这节课我就和同学们一起走进书中的神魔世界，去感悟，去欣赏。

（二）整体感知：

1、哪位同学来把这部书的内容简要概括一下？

明确：它写的是唐僧、沙僧、猪八戒、孙悟空师徒四人去西天取经，经历了九九八十一难，最终取回了真经。

2、是啊，他们经历了八十一难啊！最终“径回大土，五圣成真”。那同学们读后有什么感受？能不能用一个字来概括一下？

明确：奇、妙等。总结：对，西天路上艰险和灾难的体现者，大都是动物变化的妖精，克服这些阻难的也是猴、猪的精灵。它就象是一部妙趣横生、兴味无穷的童话，充满天马行空、无拘无束的想象和幻想，从文学欣赏角度说那就是“美”。

（三）品读赏析

1、情节美

⑴先请欣赏各小组表演的一分钟精彩片断，猜猜他们表演的是哪个情节。（板书“情节”）小组表演，学生抢答。

⑵为什么选择这个情节来表演呢？请小组代表谈谈理由，建议用这样的句式：我们认为„„情节精彩。因为„„

（学生可以从多角度来总结：比如：(1)、我认为第四、五、六、七回很精彩。这可以概括为“大闹天宫”。因为它很曲折，比如：先封他为弼马温，他听说是“没有品从”下界了，自称“齐天大圣”，招安后让他看管蟠桃园，结果他乱了蟠桃会，反了天宫。并且它最能反映孙悟空的叛逆性格和反抗精神。取经路上的许多妖怪一听是大闹天宫的孙悟空就胆战心惊。）

⑶同学们还觉得书中有哪些情节很精彩？ 自由发言。

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教师总结：这些故事是相对完整而又相互关联的，这一百回就采用了这种冰糖葫芦式的结构。作为小说，情节生动这是拥有读者的决定因素，吴承恩在这方面可谓功底深厚！

2、人物美

除了情节，还有没有你最喜欢的认为美的地方？（人物。）

教师点拨：在这部神魔小说中，塑造了一系列生动的形象。（师板书“人物”）关于神佛你能说出几个？（玉帝、如来佛、菩萨、土地神等（多媒体演示剧照）。当然也有大大小小的妖精。同学们说说看？黄袍怪、红孩儿、蜘蛛精、蝎子精„„

可谓人物繁多，不能一一细数，我们就只来看师徒四人吧。（显示四人剧照。）这师徒四人中除了唐僧之外，他们都是神性、人性、动物性的和谐统一，那么你最喜欢或最不喜欢谁？拿出理由来证明你的看法。

例：（1）我喜欢孙悟空。因为他武艺高强，神通广大。能上天入地，呼风唤雨，腾云驾雾，变化无穷。他还聪明机智。能识破机关，看清真面目。比如：答应菩萨西天取经前他曾要了个条件：“叫天天应，救地地灵”，还要了三根救命毫毛，这为后来遇难留了后路。但孙悟空也是有缺点的。比如，不愿让人提起“弼马温”那不光彩的过去，有时还管不住自己。„„

教师总结：说得很好，常言说：人无完人。孙悟空的魅力就在于他的妖气而不在于他的改邪归正，在于他的个性放纵而不在于受理性的约束。正因为他性格的多彩多变，亦庄亦谐，我们才更喜欢他。

（2）我喜欢猪八戒。因为他能吃苦。比如：在高老庄时，丈人称他“倒也勤劳，耕田耙地，不用牛具，收割田禾，不用刀杖”。他强硬，被捉后往往骂不绝口，不求饶。他勇敢、单纯，能与悟空协力合作，心直口快，有什么说什么。但是他好色、贪吃、懒惰。在天宫调戏嫦娥被贬，高老庄又强抢民女，让他巡山他却睡了。他还爱贪小便宜，留有私房钱，不坚定，动不动就分行李打退堂鼓。

教师总结：猪八戒身上的这些缺点其实也是我们人性的一些弱点，在这四个人当中他就是一位丑角，正因为他的“丑”才增强了幽默感和作品的真实感，在艺术上才“美”起来。（3）我喜欢唐僧的正派、有同情心。如第二十三回《三藏不忘本，四圣试禅心》中要嫁

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女儿给他时，他“便似雷惊的孩子，雨淋的蛤蟆。”一心向佛。在第五十四、五十五回中也体现了这一点。但他好坏不分，软弱。在第二十七回国误信坏话将悟空赶走，是不能原谅的。

教师点拨：所以作者也写了让他自食其果的情节。哪位同学举个例子？（在第三十回中他被妖怪变成了一只斑斓猛虎。悟空笑他：“师父啊，你是个好和尚，怎么弄出这等个恶模样来也？）

教师点拨：其实，唐僧毕竟是肉眼凡胎，对妖魔鬼怪是无能为力的。沙僧呢？有没有喜欢的？

（4）不喜欢沙僧，他太老实了；喜欢，这就是他的特点，老实本份，任劳任怨 教师总结：这四个人物形象各具特点，有优点也有不足。以孙悟空和猪八戒性格最为鲜明，充分体现了个性美。那么你从中有何体会呢？

明确：要全面、公正，要学会欣赏别人，不能以偏概全。

3、环境美

在小说中作者提到了海外仙山，天上灵霄宝殿，水中龙王宫，地下阎罗城，这一切都光怪陆离，每一处都极尽了描摹功夫。接下来我们该欣赏什么了？（环境）

教师提问：（1）、那么你认为最美的段落是什么？可以读，可以背，可以谈。

例如：第一回作者在写寻访菩提祖师时，写到了他的住处，我认为这段很美。教师点拨：这哪里是小说中的句子，这简直就是一首诗。你认为它美在哪里？它是先总写，再分写的，句式也很整齐，对偶排比用得好。小说中还有很多的自然景物的描写，比如说第五回中，对蟠桃园内景色描写。他把把熟的桃子说成是“簇胭脂”“酒醉”非常形象。

（2）、揣摩句子，不仅要看它用了什么修辞，什么句式等表面特征，还要发现其内在的技巧。比如：（多媒体展示相关段落）地上有四大部洲，东胜神州海外有傲来国，傲来国海外有花果山，花果山上有仙石，石猴自仙石诞生„„。這些描寫皆依循着“拉镜头”的结构，从宇宙到地球，从大陆到小岛，从山顶到仙石，最后焦点对准主角－－石猴。好像电影中先用长镜头，越拉越近，然后变成大特写，非常具有视觉效果。

再如“大闹五庄观”中孙悟空寻找人参树一段：“推开两扇门，呀！却是一座花园”；“又

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见一层门，推开看处，却是一座菜园”；“走过菜园，又见一层门”。参照标出的句子你发现了什么？（有一种悬念，把主要的写在后面，层层推进，能吸引读者，有一种千呼万唤始出来的感觉。）

教师总结：景物描写一般有衬托、渲染气氛的作用。书中很多美景值得我们细细品味，读这样的句子真是一种享受！

4、自由质疑

当然，在阅读过程中也会遇到难题，产生疑问。下面，大家可以自由提问，同学之间互相切磋，讨论。

如：有学生提出不用唐僧，孙悟空一个跟头十万八千里，让孙悟空一个人去取经就好了！讨论明确：书中交代了取经人是经过选择的，金蝉子转世的唐僧才符合条件。孙悟空是三性统一的形象，他的“猴性”需要唐僧的约束。而且，就像西方小说《鲁宾逊漂流记》、《老人与海》一样，《西游记》是一部人类战胜困难的战斗史，也是一曲战胜自然的凯歌，这么写也在于为这一主旨服务。

（四）智慧抢答

1、《西游记》中孙悟空从菩提祖师处学到（）等神通，又从龙宫索取了（）作为兵器，因大闹天宫被（）压在五行山下，受苦五百年，后受观世音菩萨规劝皈依佛门，给唐僧做了大徒弟，取名（）。

2、护送唐僧去西天取经的，机智灵活勇敢的是（）；憨态可掬、好耍小聪明的是（），法名是（）；忠诚老实、勤勤恳恳的是（）。

3、《西游记》共（）回，有许多脍炙人口的故事，如三打（）、大闹（）、真假（）、三借（）。

4、《西游记》中你印象最深的一个回目是（）

（五）链接生活

1、我们刚才一起来探讨了西游记中的主要人物以及相关的情节和景物描写，大家说得

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非常好，那么结合我们的实践来看一下，阅读《西游记》后，在生活中给我们带来了哪些启示？

明确：作品意义——艰苦奋斗、坚持不懈地实现某一崇高的目标。（允许其他理解）

2、识妖降妖的孙悟空令人赞叹不已。假如你得了孙悟空的神通，你将如何?请你以“假如我得了孙悟空的神通”为题，充分发挥想象，在小组中讨论，即兴上台讲讲。

（六）总结全课

名著，是“具有推崇价值的有名的作品”。经典名著的价值在于典范语言，在于精彩的故事，在于典型的人物，在于深刻而独到的主题。今天，我们一起在经典名著的殿堂里领略了名著的魅力,汲取了智慧，净化了心灵，丰富了精神，愉悦了人生。

这部作品人美、景美、情节美，是世界文学中拥有读者最广泛的杰作之一。今天我们只欣赏了当中几个生动的情节，四个主要的人物，几处美丽的景致，它还有更广泛、深刻的内涵等待我们去发掘。随着年龄的增长，文学修养的提高，再过一年、五年，再读这部书，同学们一定会有更多、更深的感受！

附录： 知识链接

1、《西游记》产生于明朝嘉靖时期（公元1522 —1566)，距今已四百多年了。作者吴承恩，字汝忠，号射阳居士，《西游记》是吴承恩中年时期写成初稿，后来经过润饰而成的。他在前代多年积累下来并在民间流传的有关唐僧取经的文学作品和故事的基础上进行艺术再创造，并且把原来的以唐僧取经为主的故事，改为孙悟空为主的战天斗地史。

孙悟空是全书中最光辉的形象。“大闹天宫”突出他热爱自由、勇于反抗的精神；“西天取经”表现他见恶必除、除恶必尽的精神。孙悟空大闹天宫失败后，经过五行山下五百年的镇压，被唐僧放出，同往西天。他已不再是一个叛逆者的形象，而是一个头戴紧箍，身穿虎皮裙，专为人间解除魔难的英雄。在重重困难之前顽强不屈，随机应机，就是镇魔者孙悟空的主要特征。

《西游记》描写的幻想世界和神话人物，大都有现实生活作基础，同时在神奇的形态下

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体现了作家与人民的某些美好愿望。八十一难、七十二变、各种神魔的本领都充满幻想色彩；五花八门、奇光异彩的宝贝，显然是人们为了征服自然或战胜敌人才假想出来的。《西游记》 构成了浪漫主义的基本艺术特征。

《西游记》把善意的嘲笑、辛辣的讽刺和严峻的批判艺术地结合起来，使不少章回妙趣横生，完满地表达了深刻的思想内容和作者的鲜明爱憎。九九八十一难所包含的四十一个小故事也都通过僧徒、神佛、妖魔间的错综关系表现出来，一波未平一波又起。在这充满斗争的幻想情节中，意味深长地寄寓了广大人民反抗恶势力，要求战胜自然、困难的乐观精神，曲折地反映了封建时代的社会现实。

2、《西游记》共一百回，是以唐玄奘上西天取经，途中发生的故事为主干，记述了三藏法师一行四人，历尽千辛万苦，经过九九八十一难，最终扫尽沿途妖魔鬼怪、取回真经的故事。这是一部充满浪漫主义的中国古代神话幻想小说，它不同于一般的古代小说，其神幻离奇、浪漫诙谐、雅俗共赏，主要人物性格鲜明，堪称文林独秀，因而流传极广，征服了亿万读者。

《西游记》着重表现了孙悟空斩妖除怪、不畏艰险、勇往直前、积极乐观的斗争精神和美好品德，突出地表现了他在跟妖魔作斗争中显示出的坚强的斗争决心和高超的斗争艺术，例如，他善于透过迷人的假象认清妖怪的本来面目；他总是除恶务尽，从不心慈手软；斗争中注重了解敌情，知己知彼，克敌制胜，根据不同的斗争对象，变换不同的策略和战术，等等。凡此，都是现实生活中人民群众长期社会斗争经验的艺术概括。

主要人物除孙悟空外，比较突出的是猪八戒和唐僧。猪八戒是一个有缺点而又令人喜爱的人物形象。他憨厚纯朴，能吃苦耐劳，对敌斗争从不屈服，是孙悟空斩妖除怪不可缺少的助手。但他贪馋好色，自私偷懒；对取经事业缺乏坚定性，一遇困难就要散伙回家；嫉妒心强，好拨弄是非。他的小聪明具有一种憨厚本色的特点，作者对他弄巧成拙的嘲笑，表现了对现实生活中小生产者落后意识的善意批评。唐僧是一个带有浓厚封建士人气质的人物，作者对他是批评多于肯定。他恪守宗教信条和封建礼教，乃至迂腐顽固，而又胆小懦弱，而且常常误信谗言，颠倒是非，无理责骂和残忍地处罚为取经建立了巨大功勋的孙悟空。唐僧由

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一个被歌颂的人物，变成一个被讽刺嘲笑的对象，这一点是《西游记》和传统的取经故事一个很大不同之处。

《西游记》创造了神奇绚丽的神话世界，具有强烈的艺术魅力。天上地下，龙宫冥府，人物的活动有广阔的天地，可以无拘无束地充分施展其超人的本领。情节生动、奇幻、曲折，表现了丰富大胆的艺术想像力。《西游记》可以说是一部最能体现我国民族丰富想像力的小说，也是一部最接近儿童文学的古代小说。

《西游记》在中国小说史上占有重要地位。它是明代神魔小说的杰出代表，和《三国志演义》、《水浒传》一样，成为中国人民家喻户晓的古典小说名著，它问世以后即产生广泛的影响。明清两代，续作、补作《西游记》的小说有多部出现。《西游记》故事在清代还被改编为戏曲搬上舞台。一直到现代，《西游记》故事仍然活跃在戏曲舞台和电视荧屏上。许多人小时候就听过《西游记》的故事，无不为书中的人物和情节所吸引，长大后还不断地阅读这本古代名著，可以说，这部小说对中国人的心理品质和言语行为产生了不可估量的影响力。

3、吴承恩(约1504—1582)，明朝人。字汝忠，号射阳山人。淮安阳山(今江苏淮安)人。他在民间传说、话本、戏剧的基础上，创作了举世瞩目的神话小说《西游记》。这是中国古代小说浪漫主义的代表作，充满奇情幻想。

吴承恩出身于一个由书香门第败落下来的小商人家庭，自幼敏而多慧，博览群书。他追求科举进身，但屡遭挫折，直到嘉靖二十九年，四十多岁才补了个岁贡生，到浙江长兴县当了长兴县丞。他为官清正廉洁，刚直不阿，看不惯官场的奸邪谄媚、尔虞我诈和官府对百姓的横征暴敛，只干了两年就愤然弃职，拂袖而去，隐居家中，潜心收集民间传说和野史资料，决心写神话小说来与统治阶级抗争。除了小说《西游记》之外，现存的吴承恩作品还有长诗《二郎搜山图歌》和《禹鼎志序》等诗集。

1981年淮安进行的吴承恩墓地调查证实了他的最后官职。同时发现了一块骨头，据此复制了吴承恩的立体半身塑像，成为中国古代文学家中惟一有科学依据的可靠塑像。

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