高二英语说课稿_Frankensteinstory[1]

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高二英语阅读巨石五说课稿新人教版

本课文用了许多推理性的句子，并且也提供了可信的证据。根据此特点，把教学重点落实在培养训练学生的逻辑推理能力上。
3．教材地位：
根据《新课标》中认知策略的目标描述：阅读过程中，学生能够利用推理和归纳等逻辑手段分析和解决问题。本课文用了许多推理性的句子，并且也提供了实物证据，正好是培养训练学生逻辑推理的好文章。通过学习，学生懂得：凡是结论，一定要有足够的可靠的证据来支撑。同时也懂得要保护文物。这对学生的世界观和价值观的培养有重要意义。
and what is“evidence”.)
Our goal is that we will be able to find conclusions and evidences in a passage at the end of this class.
No.3: What is this? It is Stonehenge in England.
Have some practice: Read Passage A and match No.1—6 with A—F by logical reasoning.
意图：迁移运用，实践巩固,检验教学效果。
Step6: Homework(1’):
A: It is still a mysterywhy and how Stonehenge was built.There are some guesses.Please search for the information about Stonehenge on the Internet or in the library.Offer more evidences to support your conclusions.
3．板书设计：意图是使本节课的主要内容一目了然,突出主题,并且提出要保护文化遗址,提出有待进一步探讨的问题。

高中英语田妖艳Frankenstein

Frankenstein’s story 教案高二英语田娇艳Teaching aimsKnowledge aim1.let students understand the passage.2.Make students master some important new words and phrases.Ability aimsMake students understand the passage in detail.Emotional aimsLet students know something about science and clone.Important pointsMake students understand the passage.Difficult pointsLet students master some new words and important phrases in the class. Teaching methodsIndividual work and class workTeaching toolsPptTeaching proceduresStep 1 . lead in1.show two pictures about the passage, one is the witer of the novel ,theother one is the film poster.2.Introduce some new words and phrases that wii appear in this passage.Step2. Reading part one1.Ask students to read the paragraph and then answer some questions.2.Find the main idea of the part and do some choice exercise.3.SummaryLet students fill in the blanks about part 1.Step 3. Reading part two1.Let students read the part paragraph by paragraph and match the mainidea with each paragraph.2.Ask students to find topic sentences of each paragraph and do somedetailed information.Step 4. Reading part twoLet students do some choice exercise.Step5. Reading part twoMake students do T or F exercise.Step 6. Post readingAnlyse the organisation of the passage.Step7. HomeworkAsk students to write a short passage about the monster.Blackboard designFrankenstein’s storyIf – ofTeaching reflectionFirst, some small mistakes in the ppt.Second, so much information so that students can’t follow the teacher.Third, the speed was a little quick.。

典范英语10 弗莱克斯坦故事介绍

© 2009 Eyeblaster. All rights reserved
Frankenstein wanted fame as a scientist. He wanted to find the secrets of life so that all people live with out the fear of death.
But something went wrong----his creation was a monster, ugly and strong. Even Frankenstein could not look on his creation with love---but only with fear. No one gave the monster a chance. All he looked for was friendship until he found that
Lonely and desperate Blind and kind brave Dark-haired pretty girl
The sister
Agatha
Pretty and gentle
Robert Walton: Ship captain who takes Victor aboard in the Arctic. He listens to and writes down Victor’s strange story.
© 2009 Eyeblaster. All rights reserved
Frankenstein
• "Frankenstein" (The Modern Prometheus) is first "science fiction" in western literature, which is born in the Geneva lake by the Mary Shelley (Mary Woolstonecraft Shelley) hand. Originally published in 1818, more popular versions are published in 1831 as the third edition, which belongs to the Gothic novels influenced by the romantic influence. Later, some scholars think that the origin of the story can be viewed as a horror fiction or science fiction. The origin of the novel Frankenstein, is also the mad doctor in the story.

获奖的说课稿：高二(上)Unit 7 Living with disease

2008年这份说课稿荣获国家课题教学设计三等奖说课稿高二（上）Unit 7 Living with diseaseReading --Born dying厦门十中林素芬说课提要今天我说课研讨的主题是“读与写相结合的教学”。

我将以人教版高中英语第二册Unit7，阅读课文 Born dying为例，从教材分析、教法与学法、教学程序等几方面进行说明。

说课标首先让我们来看课程标准，这是我进行教学设计的依据和指导思想。

课程目标强调着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，同时关注学生的情感，提高学生独立思考和判断的能力，增强社会责任感，全面提高人文素养。

另外，课程的设计与实施有利于学生优化英语学习方式，提高自主学习的能力。

接下来我将对教材进行分析和处理来说明我是如何在教学设计中体现课标的理念。

教材分析一、知识背景及新课程、新教材（一）单元背景分析：本单元的教学主要是以AIDS为中心话题而展开的各项活动。

从教学时间安排上，可以看出教材编者刻意把本单元教学安排在世界艾滋病日（12月1日）前，其目的正是为了让学生了解有关AIDS的知识，并引起学生对AIDS这个社会问题的关注。

这也体现了教材编写的时代性原则和思想性原则。

正如课标所提到的，把教材内容和现实生活联系起来，也有利于提高学生的学习效果。

（二）单元分析及教材处理因此为了达成编者的意图，我们将单元安排在世界艾滋病日前一周，并将这一周定为校园艾滋病宣传周。

为了让学生的知识从课内走向课外，从书本从向实践。

我们把本单元的核心任务确定为：1．组织学生和校医合作，建立AIDS教育宣传栏；2．和德育处合作，布置以“遏制艾滋，履行承诺”。

（Stop the AIDS，keep the promise）为主题的黑板报和班会课。

3．制作以“遏制艾滋，履行承诺”。

（Stop the AIDS，keep the promise）为主题的班级小报和英文手抄报，并进行评选张贴。

【精编范文】高中英语《Frankenstein’story》说课稿-范文word版 (3页)

本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==高中英语《Frankenstein’story》说课稿各位领导、老师：你们好!我说课的内容是：高二英语教材第六册第五单元的reading。

题目是：Frankenstein’story以现行的课程标准和新的课程理念为指导思想，以任务型教学为主线，坚持知识性、趣味性、交际性和创造性原则，我主要从以下几个方面谈一谈我是如何钻研教材、如何进行备课和设计教学过程的。

一.说教材本节课是一节新授课，它不仅是本单元也是全册重点内容之一。

学好这一课对于培养学生正确认识事物的两面性起到重要的作用。

根据本单元在课本中所处的地位，我确定了教学目标如下：1.知识目标： (1)学会重点词汇。

(2)使学生牢固掌握所学的句型及语法知识。

2.能力目标：能够用所学的句型谈论与事实相反的虚拟语气3.情感目标：教育学生正确看待克隆的好处与坏处。

”突破重难点的关键：1. 通过句型的练习，使学生明白理解以as if 和I wish 引导的虚拟语气。

2. 通过合作学习，鼓励学生积极参与，充分展示自己的才艺。

总之通过本节课的教学，使学生掌握重点内容，解决难点问题，激发学生学习兴趣，提高学生实际应用能力，增强学生的成功欲、自信心，培养学生的“合作精神”和“竞争意识”。

二.说教法我们都知道“教学有法，法无定法”。

一节课的成败与否，关键是教师在这一节课中所采用的方法如何?我在这节课中所采用的方法有：1. 通过实物图片使学生更直观、更形象地进入语境参与实践。

2. 以完成“任务”为中心，通过“合作学习”来实现和达到本节课的目的。

3. 要求。

通过设置任务型活动，让学生在完成任务的过程中，独立运用旧知识学习和掌握新知识，努力使每一个学生获得成功的体验;同时突出了“以人为本，”的教育思想。

5. 设置表演等活动，培养竞争意识，让学生“学会学习”“学会合作”。

典范英语10弗兰肯斯坦

life tracks. Laughed at and hated by other people, Casey Modoo never changed his mind of being sincere and virtuous. He still loved Esmeralda and forgave all the unfairness from God. His final death was filled with love for some people and the world. (田紫维)
scientific technology to benefit our daily life. However, scientific technology and industry can also have a bad influence. They may destroy the environment, change our ideas about the world and even break the normal moral concept. So we should pay attention to the hidden danger in technology.(马昕悦)
故事交代简洁，评论有条理
From the story, I find that discrimination is the root
of evil. It is not just in this story, but a global problem. Hitler discriminated against Jews, which led to the World War II. The root of the Israeli Palestinian conflict was also the cultural discrimination caused by religious conflicts. The movements to oppose racial discrimination of blacks in the United States has never stopped. If we don’t learn to love each other , abandon discrimination and live together peacefully on this planet, the tragedy like Frankenstein will continue to perform. Only when we treat the world with a tolerate and reasonable attitude and remove the color glasses will the world become more harmonious.(张艺松)

典范英语10-弗莱克斯坦故事介绍

《弗兰肯斯坦的军队》（2012）
Movie version
© 2009 Eyeblaster. All rights reserved
Author--Mary Shelley
© 2009 Eyeblaster. All rights reserved
• Mary Shelley (née Mary Wollstonecraft Godwin; 30 August 1797 – 1 February 1851) was an English novelist, short story writer, dramatist, essayist, biographer, and travel writer, best known for her Gothic novel Frankenstein: or, The Modern Prometheus (1818). She also edited and promoted the works of her husband, the Romantic poet and philosopher Percy Bysshe Shelley. Her father was the political philosopher William Godwin, and her mother was the philosopher and feminist Mary Wollstonecraft.
Loving and kind
Y ounger and lovely loyal S w eet-natured F alsely accused of m u rder
© 2009 Eyeblaster. All rights reserved
the family in the woods

高中英语短篇小说阅读教学模式初探以Frankenstein为例

高中英语短篇小说阅读教学模式初探以Frankenstein为例摘要】英语短篇小说的阅读，能丰富学生的阅读资源，增加学生的课外知识，扩大词汇的积累，对语言的学习有着极大的促进作用。

因此，作者认为，在高中阶段开设英语小说的阅读教学课程是很有益的。

【关键词】高中英语短篇小说教学模式一、引言阅读是人类获取知识的重要方式，更是语言学习者学习英语的重要手段。

新课标英语对高中生的阅读量、阅读速度以及阅读内容都有着更高的要求。

因此，笔者认为，在高中阶段，除了教材上的阅读材料，学生还应该增加大量的课外阅读，尤其是对经典原著的阅读。

二、问题虽然新课标明确了教学中应该把工具性与人文性并重，但大多数阅读教学中仍然把语言知识的传授作为教学重点，忽略了阅读技能的指导。

在这样的教学模式下，学生把重心放在语言知识的学习上，对阅读材料的体裁以及阅读方法的掌握会很欠缺，这将直接影响高考阅读理解题的答题速度及得分率。

为了符合对应阶段学生的知识储备，现行的教材中阅读材料都经过改动，失去了原汁原味的表达，学生在阅读过程中难以感受到原版文章的魅力。

由于篇幅的限制，教材阅读材料均较短，大约500词，故事的铺垫不足，学生很难被带入，且故事的结尾仓促，阅读后没有达到意犹未尽的感觉。

所以，笔者认为，不管是从培养学生的兴趣出发，还是为了提高学生的阅读量，引入原版英文小说是很有必要的。

三、教学示例及分析1.教材内容分析选材题目为Frankenstein，从小说的角度来看，无论是篇幅的长度还是生词的数量，都处于一个适合学生阅读的范围。

从文本内容上看，Frankenstein是西方第一部真正意义上的科幻小说，也被誉为“有史以来最伟大的恐怖作品之一”，经典作品容易吸引学生的兴趣，以此开启学生的原版英文小说阅读的世界。

2.教学生成过程Step1 导入---小说基本要素学生阅读过很多中文小说，但对英文小说的阅读少之又少，对英文小说的要素也没有清楚的认识。

导入部分通过引入小说的基本要素，即setting,characters,plot,theme,point of view等，学生对小说要素有大概的认识，为之后的阅读消除了部分障碍。

A Guide to Frankenstein《弗兰肯斯坦》导读

Amendment for Presentation

Each group should have hand in a vedio that cameras the mini-play.
3. discussion topic(s) :at least one topic for further discussion

individual assignments read the story and write down the most inspiring/confusing parts

2. mini-play
make up a manuscript (simplify expressions in the chapters to make the play understood) to interpret the story in the chapters

ቤተ መጻሕፍቲ ባይዱ
every member in the group takes up a role
illustration of the background(cultural/social/economical/literary, etc.) information of the chapters
sharing of the most impressive elements in the chapters
Final after the 18th week
Requirements

Group work (devided into 8/14 groups) 1. presentation summary of two chapters analysis on long/complicated sentences

frankenstein英文版

frankenstein英文版《Frankenstein》是一部由英国作家玛丽·雪莱（Mary Shelley）创作的经典小说。

这部小说于1818年首次出版，是一部著名的哥特式文学作品。

下面是《Frankenstein》的英文版简介。

Title: Frankenstein.Author: Mary Shelley.Publication Year: 1818。

Introduction:Frankenstein, written by Mary Shelley, is a Gothic novel that explores the themes of science, ambition, and the consequences of playing God. The story follows Victor Frankenstein, a young scientist who becomes obsessed with the idea of creating life. He successfully brings a creature to life, but is horrified by its monstrous appearance and abandons it. The creature, rejected bysociety, seeks revenge on its creator, leading to a tragic series of events.Summary:The novel begins with Captain Robert Walton's letters to his sister, detailing his journey to the North Pole. During his expedition, Walton encounters Victor Frankenstein, who shares his life story. Victor reveals his childhood, education, and his fascination with science, which ultimately leads him to create the creature.Victor's experiment is a success, but he is immediately repulsed by the creature's appearance and flees. The creature, left alone and rejected, struggles to find acceptance in society. It learns to read and speak, becoming increasingly intelligent and self-aware. The creature eventually confronts Victor, demanding that he create a companion for him, promising to leave society forever if his request is fulfilled.Victor initially agrees, but after contemplating thepotential consequences, he destroys the second creature before completing it. The enraged creature vows revenge and begins to kill those close to Victor. The two engage in a deadly pursuit across Europe, leading to the deaths of Victor's loved ones.In the end, Victor dies from exhaustion and illness, but not before expressing remorse for his actions. The creature, devastated by its creator's death, mourns over Victor's body and vows to end its own life. The novel concludes with Captain Walton's final letters, reflecting on the moral lessons learned from Victor's tragic tale.Themes:1. Ambition and the pursuit of knowledge: The novel explores the dangers of unchecked ambition and the consequences of pushing the boundaries of science.2. Nature versus nurture: The creature's actions raise questions about the influence of society and upbringing on an individual's behavior.3. Isolation and loneliness: Both Victor and the creature experience profound loneliness and isolation, highlighting the human need for companionship and acceptance.4. Responsibility and accountability: Victor grapples with the moral and ethical implications of his creation, raising questions about the responsibility of scientists and the consequences of their actions.Impact and Legacy:Frankenstein has had a significant impact on literature and popular culture. It is considered one of the earliest examples of science fiction and has inspired numerous adaptations in film, theater, and other forms of media. The novel's exploration of ethical and moral dilemmas continues to resonate with readers, making it a timeless and thought-provoking work.总结：《Frankenstein》是玛丽·雪莱创作的一部哥特式小说，探讨了科学、野心以及玩弄上帝力量的后果等主题。

高二年级英语 M5 Cloning--Frankenstein’s Monster教学设计

M5 Cloning--Frankenstein’s Monster教学设计一、经典句型翻译和仿写。

1. It was on a cold November night that I saw my creation for the first time.翻译_________________________________________________【仿写】我是在1995年首次去北京的。

_____________________________________________________2. Feeling very anxious, I prepared the equipment that would give life to the thing that lay at my feet.翻译_________________________________________________【仿写】觉得很饿，我打开冰箱，里面有我昨天从超市买下的许多食物。

_____________________________________________________3. She looked well and happy but as I kissed her lips, they became pale, as if she were dead.翻译_________________________________________________【仿写】这对夫妇在一起时看起来很快乐，但当他们吵架之后，妻子对待她的丈夫就像陌生人一样。

_____________________________________________________4.I hid in the garden and stayed there till morning, terrified by what I had done.翻译_________________________________________________【仿写】由于害怕她所看到的一切，这个女孩尖叫着跑开了。

高中英语_Frankenstein‘s Monster阅读课教学设计学情分析教材分析课后反思

Frankenstein’s Monster 教学设计教学目标：To learn how to get information from the reading passageTo understand how Dr. Frankenstein create a creature.To learn to write a science fiction passage教学重点：To understand the reading text and learn to write a science fiction passage.教学难点：Writing a science fiction passage after reading教学方法：Multi-media Teaching Method教学过程：Step1:Lead inEnjoy a film.Step2 New Wordsresemble[rɪˈzembl] v. 与…相像，类似于terrify [ˈterɪfaɪ] v. 使恐怖，使惊吓；murder [ˈmɜ:də(r)] v. 谋杀；凶杀chase [tʃeɪs] v. 追捕；追求；extract[ɪkˈstrækt] n. 摘录；节选vein [veɪn] n. 静脉；血管contrast [ˈkɒntrɑ:st] with 与……形成对照disgust [dɪsˈgʌst]v 使觉得恶心；使厌烦vanish [ˈvænɪʃ] v. 消失；突然不见；fiancée [fiˈɒnseɪ]n. 未婚妻nightmare [ˈnaɪtmeə]n. 噩梦Step 3 Fast -readingTask1 .Questions1.Was Frankenstein satisfied with his creation?________________________________________________________________________ 2. What’s the end of the story?________________________________________________________________________Task 2.The structure of the text and the main idea of each paragraph.Part 1 IntroductionPart 2. Match the main ideas with each paragraph by reading the first and last sentences. Para1 Frankenstein’s nightmarePara.2 Frankenstein feels regretfulPara.3 The monster’s appearancePara.4 The monster came into beingStep 4 Careful-readingPart 1 The story of FrankensteinComplete the sentences:1. The monster terrifies people because the creature is very large and____________ andis also ___________________________________.2. The scientist decides to destroy his creation because ___________________________________________________________________.Part 2 Extract from FrankensteinParagraph 1 The monster came into beingAnswer the questions:1. When did Frankenstein see his creation for the first time?_______________________________________________________________________2. What did he see by the tiny light?___________________________________________________________________________ Paragraph 2 : The monster’s appearanceParagraphs 3-4: The Monster became a nightmareFind more words that can describe Frankenstein’s emotions.Find out Frankenstein’s thoughts and behaviors.Thoughts behaviorsI wish_______________________________ rushed outI wish_______________________________ walked______________________I wish_______________________________ threw _______________________I wish_______________________________ had______________ dreamsI wish _______________________________ woke, ______________fearhid _________Step 5 Difficult sentences:1.The creature, which is unusually very large and strong, and is also extremely ugly, terrifiesanyone who sees it.译文：____________________________________________________________________2.But now I had finished, the beauty of the dream vanished, and horror and disgust filled myheart.译文：____________________________________________________________________Step 6 Read the text aloud and try to remember as much information as you can.Step 7 SummaryFrankenstein is a young scientist. While __________ at university, he _________the secret of how to create life. Using bones from dead bodies, he creates a creature that ________ a human being and gives it life. The creature, which is very large and strong, and is also _______ ugly, ______ anyone who sees it. In fact, the monster was the ugliest thing that Frankenstein had ever seen! Therefore, the beauty of his dream ________, and horror and ______ filled his heart. He wished he had not created the monsterStep 8 Pair workWork in groups of two. One will be Frankenstein and the other will be the monster.Frankenstein The monsterF:Why did you murder…M:Is it my fault? It is you who hurt me. ..F:What’s the matter?M:Why do you make me so ugly?F:…M:…Homework1. Write down the dialogue you’ve made in class.2. Read the text again and try to understand the text better.学情分析：1．通过词汇教学以及课前预习，大部分学生对本节课已有所了解。

高中英语外研社选修六模块五课文原文译文省名师优质课赛课获奖课件市赛课一等奖课件

你无法想象那张脸有多可怕！当他还没有生命旳时候，我看着他，只觉得他丑陋。当他站起来行走后，他就成了我最可怕旳噩梦(nightmare)中旳怪物。
Cloning and DNA Many people think that the science of genetics and cloning is recent. It’s certainly true that in 1953， Watson and Crick，two scientists at Cambridge University，England，discovered the structure of the acid DNA—a transparent twisting ladder made of the fundamental components of life. But in fact， it was in 1866 that Mendel first recorded the results of growing pea plants. He understood that both the parent plants had influenced the genetic make-up of the new plant.
高中英语外研社选修六 Module 5
课文+译文
Frankenstein’s Monster
Part 1 the story of Frankenstein
Frankenstein is the name of a young scientist from Geneva, in Switzerland. While studying at university, he discovers the secret of how to create life. Using bones from dead bodies, he creates a creature that resembles a human being and gives it life. The creature, which is very large and strong, and is also extremely ugly, terrifies anyone who sees it. However, the monster, who has learnt to speak, is intelligent and has human emotions. He becomes lonely and unhappy when he cannot find any friends and soon he begins to hate his creator Frankenstein.

高二英语教案：高二Unit 13 Albert Einstein

Unit 13 Albert EinsteinLesson 49Step 1 Revision1.Ask the students to tell what they did during the winter vacation.2.Ask the students the names of as many famous scientists as they know. Collect their names on the Bb. Ask the Ss to explain to the class what each person did. Add phrases next to the scientists’ names.Step 2 PresentationAsk the students if they have heard of the scientist Albert Einstein. Collect as much information as possible from the students and write this information on the Bb.Name: Albert EinsteinBorn:Died:Worked:Scientific research:What he got for his new discoveries:Moved to the USA:Studies:Doctor’s degree received:Interests:Step 3 Listening1.Read the introduction to the students.2.Play the tape for the students to listen.3.Ask the students the question: Who are the four famous people in the dialogue? (Lincoln, Marx, Bell, Einstein.)Step 4 Dialogue1.Play the tape for the students to listen and follow.2.Go through the dialogue briefly and make sure the students understand it3.Let the students to practise the dialogue in-groups of four.4.Ask one group to act the scene in front of the class.Step 5 Language points1.I’m doing a word puzzle in the newspaper.* do a word puzzle/ do a puzzle in words 猜字谜puzzle 难题，难以解释的东西，如：How life began is still a puzzle.The murder case was a puzzle to the police.* puzzle Vt. 使人迷惑不解The murder case continued to puzzle the police.We were all puzzled at his words.This is a puzzling case.Step 5 Guessing game1. Read the instructions aloud. Demonstrate （示范) how to play this guessing game with a groups of Ss. Write the name of a famous person on a piece of paper. Fold it so that it cannot be seen. Make students to ask you questions. You are only able to answer Yes or No. Then let the students play this game in groups of four.2.Ex.1 can be done here.Step 6. Workbook1.Ex.1. Do the first sentence with the whole class as a demonstration. Explain the sentence structure to them. Then pairwork. Finally check the answers with the whole class.2.Ex.3.Step 7 consolidationTell the students about a famous without mentioning his/ her name. After each sentence, pause and allow three guesses. Then say another sentence with more information about the person, and so on. When the class guess correctly, choose another person and start again.HomeworkFinish off the Workbook exercises.Lesson 50Teaching aims and demands:1.Words and useful expressions:scientific, darkness, shy, content, go on with, lead to, discovery, worldwide, the Nobel Prize, cheque, bookmark, human right, peace, prove, bent, work out, stick to, respect, leading, sadness, Swiss, take sides in, rule, fuel2. Grammar: noun clauses used as subject.3. Reading comprehension: referencesKey points:1.Words and grammar2. Reading comprehension3. ReferencesTeaching methods: Reading—practiceTime arrangement:These two lessons are to be finished in three teaching periods. In the first period, we are going to progress from Step 1~5. The students are supposed to get a gist of the text “Albert Einstein”. In the second period, we will smooth away the language diffi culties, the in the third period, we finish off the rest steps of teaching.Teaching procedures:Step 1. Revision1. Check the homework exercises.2. Revise the key points of Lesson 49.Step 2. PresentationTalk about Albert Einstein, collect the information provided by the students and write them on the bb.Step 3. SkimmingRead the two passages and answer the following questions:(1) What scientific work is Einstein famous for? (physics)(2) Where did he spend the last part of his life? (the US)(3) What was Einstein’s discovery in the text? (light becomes bent when passing thestars)Step 4. ScanningNow get the students to read the two texts more carefully, and answer the questions on P74~75 of Workbook. Do orally with the class. The italic part sentences are possible answers from the text.1.When and where was Einstein born?Albert Einstein was born in Germany on March 14th, 1879.2.How did Einstein manage to study at university in Switzerland?To earn enough money to continue his studies, he worked in Switzerland first as a teacher, then in a government office. With the pay that he received and saved, he went on with his studies at university in Switzerland.3.Why was the period between 1905 and 1915 an important one for Einstein?During that period, he began the research and studies which led to his new discoveries in physics.4.What was he given for his scientific research in physics in 1921?He was given the Nobel Prize for Physics.5.Did Einstein care for money? How do you know?In 1933 Einstein and his family left Europe for the USA. He had been invited to teach at a university there. He accepted the job of Professor of Physics, but asked for very little money. He had never been interested in becoming rich. He once refusedto speak on the radio for $ 1,000 a minute. Another time someone saw him using a cheque for $ 1,500 as a bookmark. Then he lost the book!6.What else did he work for besides his scientific research?Besides his work in physics, he spent a lot of time working for human rights and progress.7.Why was he so fond of music?It was said that he found in music the peace which was missing in the world full of wars and killings.8.What kind of person do you think Einstein was?Such was Albert Einstein, a simple man and the 20th century's greatest scientist.9.What can we learn from Albert Einstein?His devotion to science, his simple way of life and his love for peace.Step 5. Reading comprehensionThe following statements are mainly based on the second half of the text. Tell them are true or false.(F) 1.Einstein proved that light travelled through space in a straight line.(T) 2.Einstein’s discovery was completely new at that time.(T) 3.Many of the scientists did not accept Einstein's scientific ideas at first.(F) 4.Einstein had to stop his research because he couldn't prove his ideas.(T) 5.By 1919 he quickly became world-famous because the scientists who had been watching the stars supported his work.(F) 6.He took Swiss nationality in 1909 in order to study there.(T) 7.He hated war and he thought fighting and killing in wars was wrong.(F) 8.Germany was ruled by Hitler during the First World War.(F) 9.Einstein and his family left Europe for the USA in 1933 because hewas afraid of being killed in the war.Step 6. Language points of the texts1. When he was a young boy he used to ask lots of questions...在孩童时代，他常常问许多问题……used to do sth.意为“过去常常做某事”，在使用时应注意两点区别：(1) 与would的区别：used to一般不和过去的频度状语连用，而would可以。

高中英语《Frankenstein’story》说课稿

精心整理高中英语《Frankenstein’story 》说课稿各位领导、老师：你们好!我说课的内容是：高二英语教材第六册第五单元的reading 。

一. 1. (2) 2. 3. 1. 2. 二. 我在这节 1. 2. 以完成“任务”为中心，通过“合作学习”来实现和达到本节课的目的。

3. 要求。

5. 设置表演等活动，培养竞争意识，让学生“学会学习”“学会合作”。

通过活动培养学生兴趣，寓教于乐，做学生的好朋友，在课堂中走进他们，这是新课改的转变教师角色的突出表现。

6. 改善评价机制，把评价小组和小组成员相结合，我主要以集体获胜，发给每人一个成功卡为激励目标，调动人人参与、相互合作，让学生明白“我行、我一定行、没我不行、我能成功、我的成功不是梦”的道理。

三。

说学法：“让学生学会学习”是新课改的“主线”在本节课中我让学生采用的学法有：1自主学习首先让学生带我提车的问题去看课本。

2. 探究合作学习在课堂活动当中，通过小组讨论完成老师布置的任务，来学会有关的句型。

四.Step1Step2Step3Step4123Step5 讲解文中的两个重点及难点，并让学生练习并掌握。

针对所学的句型进行全面巩固、练习。

Step5：辩论让学生分小组讨论克隆的好处与坏处。

每组选出代表发言。

为了激发学生的兴趣，给胜利小组发放奖品Step6：布置作业根据讨论结果，总结发言内容，写成书面短文第五方面：说板书设计优美的板书会给学生留下最美好的记忆，也让学生处处以老师为榜样，养成良好的书写习惯。

frankenstein英文故事梗概

frankenstein英文故事梗概篇一：Title: Frankenstein - Summary of the English StoryIn the 19th century, a brilliant young scientist named Victor Frankenstein becomes obsessed with unlocking the secrets of life and death. Through his studies, he discovers the method to create a being from dead body parts and brings his creation to life. However, horrified by the grotesque and unnatural creature he has made, Frankenstein rejects his creation and abandons it.The creature, now left alone and misunderstood, roams the countryside in search of companionship and acceptance. It experiences rejection and fear from humans due to its monstrous appearance. The creature learns to read and educate itself, developing a keen intellect and heightened emotions. It becomes aware of its own loneliness and desires a mate who can understand and love it.Driven by its longing for companionship and revenge against Frankenstein for abandoning it, the creature forces the scientist to create a female companion for him. Victor reluctantly agrees, but as he nears completion of the second creature, he realizes the grave consequences of his actions.Fearing the havoc that two such creatures could wreak upon humanity, he destroys his work.Enraged and heartbroken, the creature vows revenge against Frankenstein for denying it happiness. It embarks on a mission to destroy everything Frankenstein holds dear, murdering his loved ones one by one. Victor, tormented by guilt, dedicates his life to hunting down the creature and putting an end to its reign of terror.The chase leads them to the Arctic, where the two adversaries confront each other. Victor, weakened by exhaustion and extreme cold, dies in the pursuit. Overwhelmed by grief and realizing the futility of its actions, the creature mourns its creator and pledges to end its own existence.Frankenstein is a cautionary tale of the consequences of scientific ambition, the dangers of playing God, and the importance of compassion and understanding. It explores themes of loneliness, rejection, and the search for identity. Ultimately, both Frankenstein and his creation suffer the consequences of their actions, reminding us of the moral responsibility that comes with wielding knowledge and power.。

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说课稿
各位领导、老师：
你们好！我说课的内容是：高二英语教材第六册第五单元的reading。

题目是：Frankenstein’story
以现行的课程标准和新的课程理念为指导思想，以任务型教学为主线，坚持知识性、趣味性、交际性和创造性原则，我主要从以下几个方面谈一谈我是如何钻研教材、如何进行备课和设计教学过程的。

一.说教材
本节课是一节新授课，它不仅是本单元也是全册重点内容之一。

学好这一课对于培养学生正确认识事物的两面性起到重要的作用。

根据本单元在课本中所处的地位，我确定了教学目标如下：
1.知识目标：（1）学会重点词汇。

（2）使学生牢固掌握所学的句型及语法知识。

2.能力目标：能够用所学的句型谈论与事实相反的虚拟语气
3．情感目标：教育学生正确看待克隆的好处与坏处。

”
突破重难点的关键：
1．通过句型的练习，使学生明白理解以as if 和I wish 引导的虚拟语气。

2．通过合作学习，鼓励学生积极参与，充分展示自己的才艺。

二.说教法
我们都知道“教学有法，法无定法”。

一节课的成败与否，关键是教师在这一节课中所采用的方法如何？我在这节课中所采用的方法有：
1．通过实物图片使学生更直观、更形象地进入语境参与实践。

2．以完成“任务”为中心，通过“合作学习”来实现和达到本节课的目的。

3．通过设置任务型活动，让学生在完成任务的过程中，独立运用旧知识学习和掌握新知识，努力使每一个学生获得成功的体验；同时突出了“以人为本”的教育思想。

5．设置表演等活动，培养竞争意识，让学生“学会学习”“学会合作”。

通过活动培养学生兴趣，寓教于乐，做学生的好朋友，在课堂中走进他们，这是新课改的转变教师角色的突出表现。

6．改善评价机制，把评价小组和小组成员相结合，我主要以集体获胜，发给每人一个成功卡为激励目标，调动人人参与、相互合作，让学生明白“我行、我一定行、没我不行、我能成功、我的成功不是梦”的道理。

三．说学法：
“让学生学会学习”是新课改的“主线”在本节课中我让学生采用的学法有：
1自主学习首先让学生带我提出的问题去看课本。

2. 探究合作学习在课堂活动当中，通过小组讨论完成老师布置的任务，来学会有关的句型。

我这样设置的目的：一是避免在小组学习中，个别学生掉队。

二是为了在小组探究合作学习中，更能提高自己，调动每个学生积极性。

四.说程序：
本部分是最主要的部分，共分六步。

Step1：Lead in
展示图片让学生了解Frankenstain’story 的作者及主演员。

激发学生对该文章的兴趣。

Step2：Scanning
让学生快速阅读整篇文章，整体了解文章，描述怪物。

（小组讨论）
Step3：单词释义
解决学生在阅读的过程中遇到的生词，为下一步的细读课文扫清障碍。

Step4：Careful Reading （分小组写出答案）
1阅读Part1 完成句子。

2阅读Part2 排序。

3阅读Part3回答问题。

这样设置的目的就是：首先熟读课文，了解课文，获得大量相关知识，为下步发展课本打下坚实的基础。

Step5 讲解文中的两个重点及难点，并让学生练习并掌握。

针对所学的句型进行全面巩固、练习。

Step5：辩论
让学生分小组讨论克隆的好处与坏处。