old man and death教案

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Unit 6 An old man tried to moved教学设计讲解

Unit 6 An old man tried to move the mountains. Section A (1a-1c)话题背景：本单元是新人教版八年级英语下unit6,本单元主要学习讲故事，掌握用英语讲故事的基本表达法，学习目标就是tell a story一. Teaching language topic: Tell a story二. Teaching aims and demands:1 .Knowledge Objects:1) Learn to tell a story2) Key vocabulary: shoot , shot, stone, once upon a time, begin3 ) Target Language: ○1How does the story begin?○2What happened next?2. Ability Objects:1) Be able to tell a story using the target language.2) L earn to talk about some fairy tales and the people in the story.3. Moral Objects:1 Not to be afraid of difficulties and never give up.2 Anything is possible if you work hard.三 . Teaching important and difficult points: Ss can tell a story in their own words.四. Teaching methods: audio video method, discussion method in groups, multimedia—assisted method.五. Teaching Aids: The pictures of some famous fairy tales; PPT六. Teaching steps:Step1. Revision and leadingT: What’s the weather like today?S: It’s cloudy and rainy.T/;It’s rainy today, we can’t play sports outside, so We are having class now. What were you doing at this time yesterday?S: We were having Chinese class.T: What were you doing at 9:00 pm last Saturday?S:I was watching TV /reading.T; I was telling a story to my daughter. Do you like listening to stories? We are going to learn some stories today.(出示课题：Unit6…….) Step2. Show some pictures of stories.(Snow White, The Little Red Riding Hood, A Crow Drinking Water, Pleasant Goat and the wolf, Boonie Bears and Yu Gong Moves the mountains)and talk about them.Step3. 1a Match the story with the pictures (a-d)1 Get Ss to look at the 4 pictures and match.2 check the answers by asking Ss.Step4 .1b Listening1 Asking Ss to find out which story are Anna and Wang Ming talking about.(first time)2 Check the facts they hear(second time)3 Get Ss to look at the listening tips and read it.(explain the useful expressions)Step5 Moral Objects(情感教育)1 Not to be afraid of difficulties and never give up.2 Anything is possible if you work hard.Step6. 1C Discussing1 How does the story begin?2 What happened next?3 Where would they put all the earth and stones from the mountains?Step7 Just have a tryTell a story to usAttention: I t may contain(main character, main idea, why you like it so much.（分组交流，小组以比赛形式来讲故事，每一组讲一个故事计一颗星星，最后看那一组的星星最多）Step8 Practice(根据提示完成句子)1 When did you _____ (开始) to study English?--Two years ago.2 The young man_____(射击) a bird and kill it .3 Yu Gong moves the ____(山/大山)4 People were deeply ____(感动的)by his story.Step9 Homework.1 Tell a story to your friends in English.2 Remember the new words.Blackboard Design:Unit 6 An old man tried to move the mountains.The First Period (Section A 1a---1c)Journey to the West Hou Yi Shoots the SunsYu Gong Moves a Mountain Nu Wa Repairs the Sky1. How does the story begin?2. What happened next?3.Where would they put all the earth and stone from the mountains?教学方法：分组讨论，让学生自由主动积极的参与每个课堂活动。

高中英语_Old Tom the Killer Whale教学设计学情分析教材分析课后反思

Students will be divided into 4 groups in which 4 leaders will be decided according to the capacity of English learning. Each group will have a prop and a crayon.Direction:课前分好组并且能找到最适合的做组长的同学，有利于课堂活动的展开。

1.Students will write the letter and hand in their homework next day.2.The teacher will check Students’ learning guides and make a summary.3.The teacher begins to prepare the teaching reflection.Direction：学生和老师在本堂课学完后都要有个反思和延续的学习。

学生通过将口头输出变为笔头输出，落实本节课主要内容。

老师在批阅学生的检测卷子时了解课堂基础词汇掌握情况，然后再通过反思各个环节和学生的完成有效度写出本节课的教学反思。

背景分析：我校英语一直采用话题引导的方式进行教学。

本单元的话题为海底世界。

阅读Old Tom the Killer Whal为一篇趣闻轶事的记叙文，以第一人称的口吻，讲述了虎鲸Old Tom 帮助捕鲸人捕须鲸以及救助落水的捕鲸人的故事。

学生分析：本节课的授课对象为高二下学期普通学生。

此阶段的学生对于记叙文的学习与使用已经很熟悉，阅读能力也明显提高。

此时的阅读课除了训练阅读技能，掌握知识点，更应该拓宽他们对文章结构的理解，从而影响他们的语言组织能力和写作能力；阅读过程中的题目练习和任务分配使他们的学习更加有挑战和实际操作意义。

效果预计：1.结合相关话题的铺垫，通过本节课的学习与课后复习，学生能全部掌握重点词汇的读音与拼写。

《The Old Man and the Sea》教学设计-优秀教案

2. As required in the reading part, the character of the old fisherman and the writing style of Ernest Hemingway should be paid careful attention to, which should also be an important part of the extended reading. This part of the lesson could be intended to strengthen students’ ability of information intake in reading;
2.学习者分析
（学生与本课时学习相关的学习经验、知识储备、学科能力水平、学生兴趣与需求分析，学生发展需求、发展路径分析，学习本课时可能碰到的困难）
1. The reading ability of Grade 1 students is still to be developed, so it may be quite difficult for them to fully understand a classic work, especially when it is directly excerpted.
2. This part of extended reading should be employed firstly with the intention of giving students an opportunity to appreciate literature, as is stated at the bottom of each page. Too much expectation of the students is not modest.

汤姆外公去世了幼儿园教案：生命与死亡教育

汤姆外公去世了幼儿园教案：生命与死亡教育汤姆外公去世了幼儿园教案：生命与逝去教育一、引言1. 汤姆外公去世了在幼儿园教育中，生命与逝去是一个重要的教育主题。

最近，我听说了一个关于汤姆外公去世的故事，这让我开始思考如何在幼儿园中教授生命与逝去这个主题。

在这篇文章中，我将共享一些关于生命与逝去教育的观点和理解。

二、生命与逝去的教育意义2. 生命的意义生命是宝贵的，它赋予我们存在的价值和意义。

在幼儿园教育中，教会孩子们珍惜生命、珍惜自己和他人的生命是非常重要的。

3. 逝去的概念对于幼儿来说，逝去可能是一个抽象和陌生的概念。

但是，正确认识逝去并理解生命的有限性是培养孩子们积极人生观的重要一环。

三、教学方法和指导4. 诚实和温暖在教授生命与逝去的主题时，老师应该保持诚实和温暖。

不要避讳逝去这个话题，而是以一种温暖和理解的态度引导孩子们去接受和理解它。

5. 用故事和游戏引导通过故事和游戏，可以向幼儿传递生命与逝去的概念。

可以用《汤姆外公的故事》来讲述生命的流逝，用游戏让孩子们体会到生命的宝贵和短暂。

6. 探索孩子内心的感受在教育中，要给予孩子们足够的空间来表达自己对于生命和逝去的感受。

老师要尊重并引导他们探索内心的情感和思考。

四、总结和回顾7. 生命与逝去教育的重要性通过汤姆外公去世的故事，可以引起孩子们对生命与逝去的思考，从而提高他们对生命的敬重和珍惜。

8. 个人观点和理解我认为，在幼儿园教育中，生命与逝去教育是非常有必要的。

孩子们需要通过校园教学方法和指导，学会珍惜生命、正确认识逝去，并学会在这个过程中体验生命的真谛。

五、结语在幼儿园教育中，生命与逝去教育应该被视为一个重要的教育主题。

通过实际的故事和游戏，以及老师的引导，孩子们可以更好地理解生命与逝去的意义，从而培养积极的人生观。

希望本文可以引起更多人对这一主题的重视和关注。

九、继续探讨生命与逝去的教育方法和指导9. 利用艺术和手工活动除了故事和游戏之外，艺术和手工活动也是教授生命与逝去的重要方式。

《Unit 6 An old man tried to move 》教案 (省优一等奖)

Unit 6 An old man tried to moved the mountains.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：remind, bit, silly, instead of能掌握以下句型：① How does the story begin② What happened next③ What do you think of the story of Yu Gong④ What could Yu Gong do instead of moving the mountains2) 能够用英语询问故事的开始、开展及后续等。

能够对故事中的人物或情节发表一些简单的看法或观点。

2. 情感态度价值观目标：学习愚公，要学习他“主动挖山〞的精神。

在我们生活工作中存在着很多的“山〞。

在这些山的面前我们应该采取怎样的态度对待它？是通过“搬家〞来避开它或找领导请求帮助；还是像愚公一样明知困难却迎难而上，凭借自己的力量勇敢的克服困难。

愚公不畏艰险，不怕困难，勇敢面对的精神，正是值得我们所学习的。

二、教学重难点1. 教学重点：1) 掌握本课时中出现的生词：remind, bit, silly, instead of；2) 学会询问故事开展的根本句型：How does the story beginWhat happened next3〕学会表达故事中的人物或情节，并发表一些简单的看法或观点。

What do you think of / about the story of Yu GongI think it’s a little bit silly.I still don’t agre e with you.2. 教学难点：学会表达故事中的人物或情节，并发表一些简单的看法或观点。

三、教学过程Step 1 Lead in1. 播放动画片寓公移山的视频，导入本单元主题。

老人与海The Old Man and the Sea

1、Brief introduction of the author
a. Experience of life Ernest Miller Hemingway (July 21, 1899 – July 2, 1961) was an American author and journalist who was born and raised in Oak橡树 Park, Illinois. After leaving high school he worked for a few months as a reporter for The Kansas City Star, before leaving for the Italian front to become an ambulance driver during World War I, which became the basis for his novel A Farewell to Arms. He was seriously wounded and returned home within the year. In 1922 Hemingway married Hadley Richardson Richardson, the first of his four wives, and the couple moved to Paris, where he worked as a foreign correspondent.
The theme of women and death is evident in stories as early as "Indian Camp". The theme of death permeates Hemingway's work. Young believes the emphasis in "Indian Camp" was not so much on the woman who gives birth or the father who commits suicide, but on Nick Adams who witnesses these events as a child, and becomes a "badly scarred and nervous young man." Hemingway sets the events in "Indian Camp" that shape the Adams persona. Young believes "Indian Camp" holds the "master key" to "what its author was up to for some thirty-five years of his writing career.“ Stoltzfus considers Hemingway's work to be more complex with a representation of the truth inherent in existentialism: if "nothingness" is embraced, then redemption is achieved at the moment of death. Those who face death with dignity and courage live an authentic life.

老人与海(示范课)

的
力量。仅仅半年，谢思埸凭借着超常的毅力坚持下来，面对一次又一次的伤病
硬
，谢思埸没有退缩，顽强地坚持了下来
ห้องสมุดไป่ตู้
汉
，终于实现了自己的奥运冠军梦。谈到
嵌入体内的三颗钉，谢思埸说得轻描淡
写：“它就是长在你身上的一部分，把
疼痛吞到肚子里就好了！”
02
“1.海明威说“我试图描写一个真正的老人，
一个真正的孩子，真正的大海，一条真正的鱼和
(瑞典)安德斯·奥斯特林《诺贝尔文学奖颁奖词·海明威》
But a man is not made for defeat A man can be destroyed but not defeated
拓展延伸
习近平主席曾说：中华民族是英雄辈出的民族，新时代是成就英雄的时代，崇尚英雄才会产生英雄，争做英雄才能英雄辈出。
（2）用从选文第页的“ ”中我看到了一位的老人。
虽千万人，吾往矣
孟子
真的猛士,敢于直面惨淡的人生,敢于正视淋漓的鲜血
鲁迅世界上只有一种英雄主义，就是在认清生活真相之后依然热。
罗曼罗兰
心硬硬之之汉汉
老人的硬汉精神不仅体现在他与鲨鱼的搏斗中，更体现在他与内心动摇与退缩、怀疑与畏惧、试图认输妥协的自我搏斗中。这样的矛盾中，老人的形象越真实性，精神越闪耀。
他只能凭感觉和听觉拼死拼活地一顿棍棒打下去他把舵柄猛地从舵上扭下来，用它乱打乱砍一气双手紧攥着，一次又一次地猛砸下去。他又接二连三地抡起舵柄。他听见舵柄断了，就用的手柄刺向鲨鱼，他感到手柄刺了进去，知道它很尖利，就接着再刺。
不懈的斗争精神EA
2.在老人和鲨鱼的搏斗过程中，老人有很多内心独白。请圈点文中老人内心独白，分析其心理及形象特征。

The-Old-Man-and-the-Sea解读

Symbolic Technique
• “All my life the early sun has hurt my eyes,
he thought. Yet they are still good. ”;“But in the morning it is painful. ”
• Early sun——one’s youth hurts but still is
• Albacore：
[”ælbəkɔː] 长鳍金枪鱼
Fish in the Novel
• Tuna [”tjuːnə] ：
•
金枪鱼
• Broadbill： [”brɔːdbɪl]
旗鱼
Fish in the Novel
• Mako： [”mɑ:kəu]
•
灰鲭鲨
• Fierce, powerful
supported by the writer‘s unobtrusive〔虚心〕 handling of Christian symbols and metaphors. Like Coleridge”s Ancient Mariner.
Appreciation
• Very simple structure and plot • Distinct characters • Simple but accurate and vivid words • Vivid description of actions and dialogues • Implicit style
back
Fish in the Novel
• Marlin：大马林鱼
– A noble opponent, huge, beautiful,

人教版英语八下教学设计]Unit 6 An old man tried to move

Period 2
阅读பைடு நூலகம்
课
本文是关于中国耳熟能详《西游记》里主人公孙悟空，描述了孙悟空的人物特征，能力和他受到中外孩子的喜爱的原因。文章分为三个段落，第一段描述美猴王的背景。第二段讲述了孙悟空的72变的能力，弱点和它金箍棒的作用。第三段讲述孙悟空的帮助弱小，永不言弃的精神，深受中外孩子的喜爱。
通过阅读语篇对《西游记》主要人物孙悟空的介绍，根据思维导图，能按要求梳理并提取关键信息，从而提高学生的阅读能力。
2023-2024人教版英语八年级下册大单元整体教学设计
Unit 6 An old man tried to move the mountains.
单元话题
传说和故事
主题范畴
人与社会
主题群
社会服务与人际沟通
子主题内容
中外艺术形式中的文化价值和作品赏析
主题
意义
本单元以中国神话故事和西方童话故事为主线，要求学生能够听懂用英语叙述的这几则故事，并能根据故事的相关信息发表自己的观点。让学生明白中国传统文化的博大，精深。同时思考不同文化下不同故事的表现形式和深层含义。
Period 4
听说
课
本课是一节听说课，Tom给Mei Ling讲述西方的童话故事。活动la-1d主要围绕着安徒生童话故事《皇帝的新装》进行听说训练。活动1a呈现了emperor, gold, silk, underwear四个词汇，要求学生初步理解词汇的含义，为听力做好词汇上的准备。活动1b让学生通过听了解故事的情节发展，并将1c的图片按顺序标号。活动lc则要求学生捕捉关键的语言信息，关注look, see, shout, wear, give, keep, buy等动词的相关形式，学习cheat, stupid等新词汇。活动1d是听力的延续，学生借助图片将听到的信息用讲故事的形式进行恰当输出。

老人与海英语教案

The old man and the seaTeaching objectsBe able to understand the content of the excerptTo learn about Hemingway, his works and his writing styleTo learn to appreciate and analyze classical novelsTo learn to think about some questions which has philosophyTeaching procedureStep1 Lead inPlay the short video “The old man and the sea” f or the students to know the summary of the novelAsk a student to give a summary of the novel in English.Step2 Learning about the author and his worksHave you collected any information about Hemingway and his works?What do you know about Hemingway?Do you know any of his works?Step3 Preview checkingCan you read the new words correctly and understand their meanings?Explain some difficult grammarStep4 Listening, Reading and understandingReading and thinking about the following questions while listening to the tape1、Why does Santiago wish it had been a dream?2、Did Santiago think that he was more intelligent than Dentuso? Why?3、Why did Santiago sometimes think killing the Marlin is a sin but then also think it is not a sin?4、Why did Santiago like to think about all things?First, let the students think about the four questions individually and then have a group discussion.Step5 Appreciating and analyzing Hemingway’s writing stylePresent a review in Chinese about Hemingway’s writing style for students to understand better. Help the students conclude his writing style in several key English words.Present the following questions for the students to think about1、Can you find any sentences that embody the style simple but striking?2、Can you find any sentences that embody the style having philosophy? What philosophy does the sentence have?3、Where can you find the style inner monologue? There are two words in the article that embody the style, what are they? Circle them and count how many times the two words appear in such a short article.Step6 Analyzing the image of SantiagoWhat is Santiago like? What qualities does he have?Is it a failure or a success that Santiago just brought back a skeleton of the Marlin?What enlightenment does it give you for your real life?Step7 Conclusion。

老人于海《老人与海》教案设计第二课时(优秀6篇)

老人于海《老人与海》教案设计第二课时（优秀6篇）《老人与海》教案设计第二课时（优秀6篇）由作者为您收集整理，希望可以在老人于海方面对您有所帮助。

《老人与海》教案设计第二课时篇一教学目标：知识与能力了解海明威及其创作情况，学习小说三要素。

过程与方法鉴赏老人的形象，体现小说表现手法。

情感态度与价值观学习老人永不服输的顽强的精神，学会从老人的行为和心理描写中把握人物形象，领会社会意义。

教学重点：分析故事情节、找出人物内心独白，把握人物“硬汉”形象。

教学难点：掌握内心独白对人物形象的塑造的作用。

教学方法：1、情境法。

2、启发感。

3、问题探究法。

4、讨论法。

教学课时：1课时教学过程：一、导入（以课前视频欣赏导入）同学们，刚才欣赏的是大家熟悉、喜欢的电视剧《亮剑》中的精彩片段———李云龙论述什么是“亮剑”精神？同学们听后感觉说的好不好？牛不牛？“亮剑”精神简单理解就是敢于与强大的敌人、对手做斗阵，无论对手多么强大，都要满腔勇气和信心，永不放弃，永不言败，要敢于亮剑。

今天我们就一起来学习世界100部文学作品之一，美国里程碑式30部文学作品之一的世界名著—海明威的《老人与海》，看看主人公桑地亚哥“硬汉”性格和李云龙“亮剑”精神有什么相似的地方。

二、作者简介海明威，美国小说家。

1954年度的诺贝尔文学奖获得者。

生于乡村医生家庭，从小喜欢钓鱼、打猎、音乐和绘画，曾作为红十字会车队司机参加一次世界大战，以后长期担任驻欧记者，并曾以记者身份参加第二次世界大战和西班牙内战。

晚年患多种疾病，精神十分抑郁，经过多次医疗无效，终用自杀。

50年代后，塑造了以“桑地亚哥”为代表的“可以把他消灭，但就是打不败他”的“硬汉性格”（代表作《老人与海》1950年）。

他那简约有力的文体和多种现代派手法的出色运用，在美国文学中曾引起过一场“文学革命”，许多欧美作家都明显受到了他的影响。

三、快速浏览课文请同学们快速浏览课文，指出文中的生字词，并指出小说的三要素即人物、情节、环境，并概括故事主要内容。

Unit4theoldmanandtheseaExtendedReading公开课说课课件-高中英语

Step 3 Careful reading
Personalities
Tough Brave Fearless Unyielding Strong-willed Confident Optimistic Determined
PSeruspispteonrtting details
Action:Though the fish swam away every time, the old man never gave up and always tried again.
Plot
Personalities
Supporting details
Physically
MentalΒιβλιοθήκη yWriting style
simple objective repetitive
1. Write down your reflection after learning this excerpt. 2. Read the rest of The Old Man and the Sea and find what happened before and after the excerpt.
1. Write down your reflection after learning this excerpt. 2. Read the rest of The Old Man and the Sea and find what happened before and after the excerpt.
men who he believes “can be destroyed but not defeated”
About the novel The Old Man and the Sea

《6.3细胞的衰老和死亡》教学设计、教案、导学案、同步练习

《6.3细胞的衰老和死亡》教学设计【教学目标】1．通过人外部形态的观察，让学生们描述细胞衰老的特征；2．区别个体衰老与细胞衰老的关系；3．掌握细胞死亡的意义；4．掌握细胞凋亡与坏死的区别。

【教学重难点】1．重点：了解个体衰老与细胞衰老的关系；2．难点：理解细胞衰老和死亡是细胞生长中的正常现象。

【教学过程】一、回忆上节课的内容提问：上节课我们主要学习了细胞的分化、细胞的全能性、还有两个细胞——癌细胞和干细胞。

（1）细胞的分化：是指相同细胞的后代在形态、结构和生理功能上发生稳定性差异的过程。

（在问问题时，可以出现停顿，将问题抛给学生，让学生们一起来回答问题，达到回忆上节课内容的目的。

）（2）细胞的全能性：细胞经分裂和分化后，仍具有产生完整有机体或分化成其他各种细胞的潜能和特性。

（3）癌细胞：指那些具有无限增殖能力的细胞。

（4）干细胞：一类未分化的细胞，可以分化成各种细胞。

二、引入新课在生物体内，细胞一般都要经过未分化、分化、衰老和死亡，这些过程，今天就让我们来学习一下今天的新课——细胞的衰老与凋亡。

三、讲授新知识问题一：现在夏天已经到来了，一些爱美的女生又在害怕晒黑了，但是我们有没有注意到夏天晒黑的皮肤经过一段时间又会白回来。

请大家思考一下这是什么原因？（同学们思考，提问1-2个同学。

）答案：因为细胞在不断更新，老的细胞脱落了，新的细胞又不断生成。

皮肤细胞组织一般14天更新，14天脱落，皮肤的生命周期一般是28天。

所以女生们不要怕晒黑。

问题二：女生们美白经常会想到去角质，经常去角质科学吗？一个月去几次角质才是合理的？（同学们思考，集体回答）答案：皮肤一个月才更新一次，所以女生们不能经常去角质，不然会将新生成的细胞破坏。

一般一个月去一次角质是比较合理的。

问题三：请大家想一下广告上的那些美白产品，广告上介绍，在用了那些美白产品之后能马上使皮肤变白，大家认为这些可信吗？（同学们思考，集体回答）答案：不合理。

The_Old_Man_and_The_Sea_老人与海_中英文对照版_(good)解读

The Old Man and The Sea 老人与海by Ernest Hemingway 欧内斯特-海明威Part 1He was an old man who fished alone in a skiff in the Gulf[ɡʌlf] Stream and he had gone eighty-four days now without taking a fish. In the first forty days a boy had been with him. But after forty days without a fish the boy's parents had told him that the old man was now definitely['definitli]清楚的and finally salao, which is the worst form of unlucky, and the boy had gone at their orders in another boat which caught three good fish the first week.他一个老人，划着小船独自在墨西哥湾中捕鱼；八十四天了还没有捕到过一条鱼。

最初的四十天里，小男孩一直都跟着他，而四十天后，男孩的父母便告诉孩子说：这老人的运气肯定是跌到了谷底，简直就是倒霉透顶了。

于是男孩在他父母亲的命令下，转到了另外一条船上去捕鱼，结果不出一个星期，就捕到了三条大鱼。

It made the boy sad to see the old man come in each day with his skiff empty and he always went down to help him carry either the coiled[kɔild]盘绕lines or the gaff and harpoon and the sail that was furled[fə:l]卷起around the mast[mɑ:st, mæst]桅杆. The sail was patched[pætʃ]打补丁with flour sacks and, furled, it looked like the flag of permanent ['pə:mənənt]永久的defeat.然而，男孩看着老人日复一日驾着那空空的小船回来，总是为他感到难过。

【省公开课教案】选修七Unit3 Period 1Reading Old Tom the Killer Whale教学设计

教学设计Module7 Unit3 Period 1Reading Old Tom the Killer Whale一、教材分析This reading material is taken from New Senior English for China, Student’s Book 7 Unit3. In this passage, the author told the story of Old Tom, the killer whale. The teacher designed different tasks for students to finish. In this part, students’reading and speaking skills will be trained.二、教学目标1. Knowledge objectives: (1) Students will find out the detailed information of the passage by scanning. (2) Students will be able to learn useful expressions.2. Ability objectives: (1)Students will practice their reading and speaking abilities while performing tasks. (2)Students will develop their autonomous, cooperative and investigative learning abilities during group discussion.3. Emotional objectives: Students will have better awareness of the importance of protecting marine animals and oceans.三、学情分析The students are from Grade 2 in key Senior High School. They have certain ability in reading comprehension and are familiar with skimming and scanning skills. Besides, they like to air their opinions, so discussion in groups is supposed to be carried out effectively. In that case,teacher should well design exercises so that the students will easily understand the passage and improve their reading skills.四、重点难点(1)Students will find out the detailed information of the passage.(2)Students will discuss what they should do to protect marine animals and oceans.(3)Students’ reading and speaking abilities will be trained.五、教学方法Task-based Teaching Method. Giving students tasks will help them finish a lesson better.六、教具(1) Multimedia(2) Blackboard and chalk七、教学过程Step1.Lead inAsk Ss to name the marine animal on the screen and answer the following questions.(1)Can you tell me which one is a baleen whale? (2)Which ones are killer whales?(3) Is Old Tom a baleen whale or a killer whale? (4) What do yo u think is happening between baleen whales and killer whales? (5)Who ar e the men in the boat? (6) What are they trying to do?Step2 Task 1Complete the table according to the passage.Task2Choose the best answer according to the passage.1. The text mainly tells us_________.A. that the killer whales were easily trained and controlled.B. how the killer whales helped the whalers catch the baleen whales and how Old Tom protected and saved James.C. why the killer whales killed the whales for their own food.D. how the killer whales dragged the whales under the water.2. Why did George beat the water with his oar?A. To frighten the whales awayB. To call back Old Tom to lead the wayC. To attract the attention of huge whalesD. To send signals to other whales.3. What does the word “it” in the sentence “He let it go and the harp oon hit the spot” refer to?A. The whale.B. The boat.C. The harpoon.D. The killer.4. Where does the passage probably come from?A. An advertisement.B. A book review.C. A magazine.D. A travel guide .Task3Proof readingWorking at the whaling station, I had witnessed whales killed much times with my own eyes. At the afternoon I arrived at the station, as I was sorting out my accommodation, I hear a loud noise coming from the bay. Running down to the shore in time, and we saw an enormous animal opposite us. As we drew close, I could saw a whale being attacked by pack of other killer . Being bad wounded, the whale soon died. Very soon, its body was dragging by the killers down into the depths of the sea. Task4Filling in the blanksThere was one day __1___we were out in the bay during a hunt and Jame s _____2_____ (wash) off the boat. The sea was rough that day and it wa s difficult ____3____ (handle) the boat . The waves were carrying James much___4____ (far) away from us.From James's face,I could see he was t errified of_______5________ (abandon) by us. _6__took over half an ho ur to get the boat back __7__James, and when we ____8_______ (approach) him, I saw James being___9___(firm) held up in the water by old To m . I couldn't believe my eyes. There were __10____ (shout) of”Well don e,Old Tom”and”Thank God”as we pulled James back into the boat.And t hen Old Tom was off and back to the hunt where the other killers were sti ll attacking the whale.Task5Extensive readingThe sea has always interested man. From it he can get food, minerals, and treasure. 1 But he could not go far beneath its surface. 2 However, he is n ot a fish. He must breathe air, so he can’t stay under the water’s surface f or any length of time. To explore deep water, man faces even more dange rs and problems. A diver who wants to stay under water for more than a f ew minutes must breathe air or a special mixture of gases. 3 He can carry a tank of air on his back and breathe through a nose and a mouthpiece. W ater weighs 800 times as much as air. Tons of water pushes against a dive r deep in the sea. 4 When a diver is under great pressure, his blood takes i n some of the gases he breathes. As he rises to surface, the water pressure becomes less. If the diver rises too quickly, the gases in his blood form b ubbles(气泡). The diver is then suffering from the bends(潜水病). The bends can cause a diver to double up in pain. 5A. Consequently his body is under great pressure.B. Scientists are trying to find more about the sea.C. For thousands of years, he could sail on it.D. They can even kill him.E. He can wear a diving suit and have air pumped to him from above. F. The water pressure can cause a diver to breathe with difficulty. G. Man wants to explore deep into the sea.Task6DiscussionWhat should we do to protect marine animals and oceans?Step3 Homework1. Retell the story according to the reading passage.2. Finish Exercise 1、2 on Page 22.八、教学反思本节课我通过不同形式的教学方法，设置不同的任务，基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。

高中英语_Old Tom the Killer Whale教学设计学情分析教材分析课后反思

教学设计本篇文章，我首先运用了图片导入的方式，向同学们展示了多种多样的海洋生物，使同学们对海洋生物有了一个基本的了解，有利于这篇文章的后续学习。

在热身部分结束后，又向同学们抛出了一张图片，这张图片也是与课文内容有关，让同学们对课文有一个基本的了解。

文章包括12段，我是通过让学生先对这整篇文章有一个基本的了解，找出基本的人物关系，然后排列出事情发生的先后顺序，然后再进行细读。

在此过程中，学生会学会迅速浏览的能力。

在对文章有了整体认识后，我设计了问题，帮助学生理解文章中的具体信息。

为了更好的调动学生的积极性，在学生对文章有了一定了解的基础上，我采用分段阅读的形式，让同学们比较容易的找出每段的具体知识点，同时对于比较难理解的问题，我采用了小组讨论的方法，让同学们通过讨论得出了正确答案。

在解决完了细读的问题之后，我又设计了另外一道题目，这道题目是看同学们对整篇文章的整体理解，类似于平常所做的语法填空，同样也是采用了小组讨论的方式，同学们自己得出了正确答案，巩固了对这篇文章的理解。

最后向同学们展示了这节课的作业。

学情分析本节课的授课班级是商河县第二中学高二5班,共58人.1.认知基础：本班的学生成绩分化很大，大部分学生对基础知识的掌握不是很扎实,对英语知识的理解运用能力较弱,词汇量不是很丰富。

2.心里特征：本班的大多数学生学习态度端正，有很强的求知欲，学习的积极性很高。

3.学习能力：学生的自我解决问题的能力一般，但具备良好的团队合作精神，能进行有效的交流、合作和讨论.本节课学习的是篇阅读课，由于是新课，所以我在上课过程起引导作用，所以在上课的过程中以图片导入的形式进入，让学生对海洋生物有一定的了解，然后再进行新课文的阅读。

最后让学生一起讨论的方式把所学的知识加以巩固理解，感觉学生掌握的不错。

鉴于学生的水平有差距,所以我提前做了相应的教学准备:1．整理课堂相关内容，制成多媒体课件。

2．组织学生考点加以分析和讨论，为高考题型做准备。

08教案

1. The Selfish Giant主要内容、知识点：guiding for Reading Course; New words; the moral in the story重点：the means and the purpose of studying the course;The Selfish Giant and the moral in it难点：The moral in the story The Selfish Giant教学目标：Students understand the two stories.This is a story about a giant that will not allow any children into his garden. After the children leave the garden stays winter all year round and there is no flowers or any life there. Then the children sneak in and the garden turns to spring. but there was one boy that couldn’t get up into a tree, so the giant helped him and that changed him. This story was interesting to read because it impacts me on several different levels. First, it is written for kids and adults alike. It keeps the interest of a child while provoking the thoughts of an adult. Redemption is the theme throughout. At the end we see the giant being redeemed by the very thing that he hated the most - kids. I thought the kid that kissed the giant was Jesus, because hesaid ,"...to-day you shall come with me to my garden, which isParadise." Hana ParkUNIT II2. The Sheik’s White Donkey3. I Met a Bushman主要内容、知识点：New words; I Met a Bushman; The Sheik’s White Donkey重点：I Met a Bushman难点：Information conveyed in the stories, the culture difference/gap教学目标：Students understand the stories and get some idea ofdifferent culture.4. Never Too Old to Live Your Dream5. Your Legacy主要内容、知识点：New words; Never Too Old to Live Your Dream;Your Legacy重点：Never Too Old to Live Your Dream难点：Information conveyed in the story Your Legacy, the meaning of life 教学目标：Students understand the stories and get some inspiration from the passages.UNIT IV6. The Unicorn in the Garden7. The New Assistant主要内容、知识点：New words; The Unicorn in the Garden; The New Assistant; 重点：The Unicorn in the Garden; writing style难点：The Unicorn in the Garden;教学目标：Students understand the stories and retell the storiesThe Unicorn in the GardenPlot summaryA husband sees a unicorn in the family garden and tells his wife about it. She ridicules him, telling him the unicorn is "a mythical beast" and calls him a "booby". When he persists, she threatens to send him to the "booby hatch" (the mental institution). He goes back outside, and she summons the authorities. They ask him if he told his wife he had seen a unicorn. He tells them that he has not, because "The unicorn is a mythical beast." Thus they take the wife away instead. The moral of the story is, "Don't count your boobies until they're hatched," a punnish play on the old saying, "Don't count your chickens until they're hatched."Major themesThe struggle between the husband and wife pits peaceful fantasy (the man) vs. harsh realism (the woman). The moral acknowledges the husband's victory, achieved by a role reversal: the husband stakes claim to the realistic answers expected by the psychiatrist and the police after the wife ironically repeats the husband's earlier fantastic claims.Format and styleAt 530 words, including the tagline "moral", "The Unicorn in the Garden" qualifies as a short short story, but is generally consistent with the format of a much older literary form, the fable. Fables typically employ anthropomorphic animals as characters, a convention Thurber ignores here, concentrating instead on the reactions of the human husband and wife.Detail from James Thurber's original illustrationWordplay, a major element in much of Thurber's work (e.g. the battle over the letter O in The Wonderful O, and the recurring sound effect"ta-pocketa-pocketa" in "The Secret Life of Walter Mitty") is seen here in the multiple uses of the words "booby" and "hatch". Parallel construction[4] and repetition of words for comedic effect can be found in the sentence, "They had a hard time subduing her, but they finally subdued her." This is unusual in that such repetition is sometimes discouraged, especially in journalism and formal writing.[5] Although fiction does not necessarily follow the same rules of style, Thurber, a former reporter for the Columbus Dispatch and (briefly) an editor for The New Yorker under Harold Ross, would likely have been aware of such stylistic choicesCOMMENTThe fable "The Unicorn in the Garden" written in 1939 by James Thurber (1894 –1961) is about a woman who thinks her husband is crazy, but later on she is the one who is thought to be mad. The man wakes his wife up because he saw an unicorn in their garden. After telling him that he is a "booby" the woman calls the police and the psychiatrist. When the police arrive they ask the man whether the story about the unicorn is true. He answers that the unicorn is a mythical beast. So the police and psychiatrist think that his wife is the one who is crazy and take her away. What is different about this fable that it is not – as fables usually are – about animals.A fable is a traditional short story that teaches a moral lesson. But the main characters in this fable are a man and a woman. Even though it is made obvious who is crazy, I think it is the man because mad people are often intelligent and not responsible for their actions. At the beginning the man behaves weirdly, but in the end he denies the story his wife told the police.The moral of the fable is: "Don’t count your boobies until they are hatched." This means that things you do which are bad for someone else, in the end often turn out to be bad for yourself. I think there could be a better moral for this story, for example:" You’ve got to watch you don’t fall into your own trap." I think this moral expresses more clearly what the author actually wants to say.It quite hard to understand who is the crazy person in this story. At the beginning of the text it is not clear who is the mad one, because it looks as if the man is crazy, but at the end one could think it is the woman. I like the story, because the more I thought about this story the more interesting it was to me.The New AssistantTom and Chili are applying for the same job in the antique store. Will Tom orChili get the only one position of the assistant? Or will there be another surprising ending? During their first morning of trying the chance, Chili with Tom has been fallen into a keen competition. In contrast with Tom 's being dull and straightforward, Chili appears more craft and wily who is eager to show off her diplomacy in dealing with the customers. Finally she wins the boss's trust and the position. However Chili's ambition is not merely to be an assistant.UNIT V8. The Killers9. The Painting of Ngley Hall主要内容、知识点：New words; The Unicorn in the Garden; The New Assistant; The Killers重点：the killers writing style难点： The Killers教学目标：Students understand the stories and learn something about Hemingway’s writing style.The KillersErnest Hemingway is one of the most influential American writers of the twentieth century. His influence extends not only to novelists and short story writers but also to journalists, playwrights, critics, and filmmakers.“The Killers,” Erne st Hemingway’s story about two hit men who come to a small town to kill a former prizefighter, was first published in the March 1927 issue of Scribner’s Magazine. Hemingway was paid two hundred dollars for the story, which was the first of his mature stories to appear in an American periodical. His ori ginal title for the story was “The Matad ors.” Hemingway included the story in his 1927 collection Men Without Women, and it also appears in The Nick Adams Stories (1972). ‘‘The Killers’’ remains one of Hemingway’s most anthologized stories because it is representative of Hemingway’s style and the subjects that would occupy his work throughout his career. These subjects include the meaninglessness of human life, male camaraderie, and the inevitability of death, and Hemingway explores them using his signature short sentences, slang, and understatement.Hemingway claims to have written the story in a frenzy of inspiration on May 16, 1926, before lunch. Li ke many of his short stories, “The Killers’ features Nick Adams, a typical Hemingway hero, one in a long line of Hemingway’s fictional selves. Hemingway introduced Nick Adams in his first collection of stories, In Our Time (1925). Nick is an adolescent in ‘‘The Killers,’’ and critics have argued that Nick’s experience with the hit men marks his initiation into adulthood and his introduction to evil and violence.One of the stories was called "The Killers." In it, Hemingway used a discussion between two men to create a feeling of tension and coming violence. This was a new method of telling a storyAny new book by Hemingway was an important event for readers. But stories like "The Killers" shocked many people. Some thought there was too much violence in his stories. Others said he only wrote about gunmen, soldiers, fighters and drinkers.Questions:1. Why does one of the killers order dinner, although George told them that they cannot get it until six o`clock?Getting something to eat is not what they are there for. They are concerned about the murdering Ole. I believe they do not really listen. This passage is hilarious. A running gag begins about not knowing what they want to eat. It is merely absurd at this point. Hemingway put this part in his story because he loved vaudeville. This first passage is what the vaudeville historians call "the two men act".2. What does Max mean by calling Summit a "hot town"?He wants to say that Summit is a dangerous town, where a lot of criminal action is going on.3. Al and Max call George a "pretty bright boy". How do they mean it?Of course they mean the exact opposite. They are criminals, but also satirists and most parts of their dialogue are ironic . Almost everything they say is not meant the way they said it.4. George appears pretty composed throughout the whole siege. Is he afraid at all? Actually not. He even asks what Max and Al will do with them afterwards, which shows that he is able to stand the situation.5. Why did Hemingway put Sam in the play?Sam seems to be the stereo-type in this play. He is afraid and shows his fear and just wants to stay out of the whole thing. Nevertheless, I believe Sam is ahead of the others, since it is a wise decision to stay out of trouble!6. Ole`s reaction to Nick`s message seems untypical. Guess why he reacts that way! Obviously Ole has already resigned to his fate. He is tired of running away.7. In the end Nick wants to leave the town. Do you think he is afraid of getting killed? He is maybe not so much afraid of getting killed, but he seems to be a peaceful human being and he cannot stand his dangerous and criminal environment any longer.Structure:This short story contains two different parts. The first one is the hilarious vaudeville part that ends when Al starts to tie Sam and Nick up and the whole story gets serious. The second part is really a contrast to the vaudeville part. It is about fear, which is not funny at all.Style:Usually Hemingway prefers direct speech which can be seen in this story as well. The dialogues are short and he uses simple language.9. The Painting of Ngley HallMontague Rhodes James, OM, MA, (August 1, 1862–June 12, 1936), who used the publication name M. R. James, was a noted British mediaeval scholar and provost of King's College, Cambridge(1905–1918) and of Eton College (1918–1936). He is best remembered for his ghost stories in the classic 19th century Yuletide vein, which are widely regarded as among the finest in English literature.James's ghost stories were published in a series of collections: Ghost Stories of an Antiquary (1904), More Ghost Stories (1911), A Thin Ghost and Others (1919), and A Warning to the Curious and Other Ghost Stories (1925). The first hardback collected edition appeared in 1931. Many of the tales were penned as Christmas Eve entertainments and read aloud to select gatherings of friends. This idea was used by the BBC in themid-1990s when they filmed Christopher Lee reading four stories in a candle-lit room in King's College, just as James did so dramatically ninety years before.James perfected a method of story-telling which has since become known as Jamesian. The classic Jamesian tale usually includes the following key elements:1. a characterful setting in an English small village, seaside town or country estate; anancient town in France, Denmark or Sweden; or a venerable abbey or university2. a nondescript and rather naive gentleman-scholar as protagonist (often repressed innature)3.the discovery of an old book or other antiquarian object that somehow calls down thewrath, or at least the unwelcome attention, of a supernatural menace, usually from beyondthe graveAccording to James, the story must "put the reader into the position of saying to himself: 'If I'm not careful, something of this kind may happen to me!'" He also perfected the literary technique of the genre: narrating supernatural events principally through implication and suggestion, letting his reader fill in the blanks, and focusing on the mundane details of his settings and characters in order to throw the horrific and bizarre elements into greater relief. He summed up his approach in his foreword to the anthology Ghosts and Marvels(Oxford, 1924): "Two ingredients most valuable in the concocting of a ghost story are, to me, the atmosphere and the nicely managed crescendo.… Let us, then, be introduced to the actors in a placid way; let us see them going about their ordinary business, undisturbed by forebodings, pleased with their surroundings; and intothis calm environment let the ominous thing put out its head, unobtrusively at first, and then more insistently, until it holds the stage."10. The Green DoorO. Henry (1862-1910) was a prolific American short-story writer, a master of surprise endings, who wrote about the life of ordinary people in New York City. A twist of plot, which turns on an ironic or coincidental circumstance, is typical of O. Henry's stories.A literary classic is a work of the highest excellence that has something important to say about life and/or the human condition and says it with great artistry. A classic, through its enduring presence, has withstood the test of time and is not bound by time, place, or customs. It speaks to us today as forcefully as it spoke to people one hundred or more years ago, and as forcefully as it will speak to people of future generations. For this reason, a classic is said to have universality.O. Henry is the pen name of William Sydney Porter, who was born in Greensboro, NC, on September 11, 1862. He did not receive a formal education and, at twenty years of age, moved to Texas, where he worked on a sheep ranch.In 1887, he married Athol Estes Roach, supposedly the model for Della in “The Gift of the Magi,” O. Henry's most popul ar story; they had two children, a daughter and a son. A year later, he obtained a job at a bank, but was accused of embezzlement and served time in Ohio Penitentiary. However, it was this imprisonment that led directly to O. Henry's career as a writer; in 1902, after three years in prison, he settled in New York with his new name and nearly a dozen short stories ready to be published.For three years, O. Henry wrote short stories every week for the World, a New York newspaper. Cabbages and Kings, his first collection of short stories, was published in 1904. These stories became extremely popular throughout the United States, and O. Henry's next book, The Four Million, cemented his reputation as a vivid portrayer of life in New York City. However, his personal life was destroyed by a failed marriage, bad financial dealings, and heavy drinking. O. Henry died of complications due to alcoholism, penniless, on June 5, 1910.The derivation of his pseudonym is unclear: It may be related to a family cat, the name of the prison warden, or a name in a book he read in jail.Consider these questionsDo you like travel and adventure?Do you like meeting people?Are you interested in sports?Do you prefer city life or country life?Do you prefer to go out at night or during the day?You've read a little about Rudolf Steiner. What kind of things do you think he would like?O. Henry's short story 'The Green Door' is not among his best-known tales, but it's one of my favourite O. Henry stories (marred only by some unfortunate racial dialect). Rudolf Steiner is a shy piano salesman who longs for adventure. He seems to get some one night in Manhattan's theatre district, when he spots an odd-looking man handing out business cards advertising the services of a local dentist. When Steiner tries to walk past without receiving a card, this man slips him a card reading only 'The Green Door'. All the other pedestrians are given cards bearing a dental advert. Intrigued, Steiner walks past again, and once more he -- and he alone -- is given a card reading 'The Green Door', while everyone else is given an advertisement for the dentist. What's happening? Eventually, Steiner finds a green door. Behind the green door is ... no, not Marilyn Chambers, but a fair damsel in distress. Eventually, in one of O. Henry's more plausible twist endings, Steiner discovers the circumstances that sent him to this lady's rescue.A young man named Rudolf Steiner works in a music shop during the daytime. At night, he explores the city of New York, in search of romance and adventure. One evening, he walks by a man passing out pieces of paper to people passing by. He is given a piece of paper with three words written on it. The three words are The Green Door.Other people also receive bits of paper from the man, but throw theirs away. Rudolf compares the other pieces of paper with his, but nobody else seems to have received the mysterious invitation to The Green Door. The other pieces of paper all advertise the location of a doctor's office.Certain that he is destined for a special adventure, Rudolf enters a nearby building in search of a green door. The building is not very well lit, but on the second floor he finds a green door. He knocks on the door and a young girl answers. She is attractive, but very poor and hungry. She faints from hunger into Rudolf's arms.He carries her to her bed. Seeing her hunger and poverty, Rudolf runs out to buy food and milk for her. Then, when he is ready to leave, he promises to see her again the next day. However,when he leaves her apartment, he soon realizes that every door in the building is painted green.He runs back down to the man on the street and asks him why he gave him that piece of paper with The Green Door written on it. The man shows him a theater across the street called The Green Door and tells Rudolf that the theater people paid him to hand out papers and that he had given invitations to The Green Door to other people as well.Rudolf is convinced that it could only be his destiny to meet the girl in this strange way. She is the adventure and romance he was hoping for behind the Green Door, even if it was the wrong door.This lesson discusses the element of character: a character is a person, or sometimes even an animal, who takes part in the action of a short story or other literary work.Rudolf Steiner was a true adventurer". This is how O. Henry describes his main character on Page 85 (paragraph 6).Which of the following statements are true about Rudolf?1. He tried to find different things to do every evening. True or false?2. He liked staying at home. True or false?3. He never got into trouble with the police. True or false?4. He lost his money many times. True or false?5. His watch was stolen one time. True or false?Character s: careful curious rich shy handsome generous brave adventurous fantastic kind What do you believe Rudolf was really hoping to find behind "The Green Door?"Which aspects of his character make you think that?What would you like to find behind a strange door?Which aspects of your character make you say that?11. The Yellow Shirt主要内容、知识点：New words; The Painting of Ngley Hall; The Green Door; The Yellow Shirt重点：The Painting of Ngley Hall难点：The Painting of Ngley Hall教学目标：Students understand the three stories and learn something about O. Henry.12. The Open Window13. The Terribly, Tragically Sad Man14. Too Many Ghosts主要内容、知识点：New words; The Open Window; The Terribly, Tragically Sad Man; Too Many Ghosts重点：The Open Window; The Terribly, Tragically Sad Man; The humor and the plot of the story The Open Window难点：The humor and the plot of the story The Open Window;教学目标：Students understand the three stories.Author BiographySaki, whose real name was Hector Hugh Munro, was born at the height of English Imperialism in Akyab, Burma, on December 18, 1870, to British parents, Charles Augustus and Mary Frances Munro. His father was a colonel in the British military. Following the death of his mother, he was sent back to Devon, England, where he lived with his grandmother and aunts. In 1887, his father returned to England after retiring and subsequently traveled throughout Europe with his children. Saki returned briefly to Burma in 1893 as a police functionary but returned to England due to his poor health. He turned to writing and became a foreign correspondent, traveling in Eastern Europe and France, from 1902 to 1909, writing for The Morning Post. With illustrator Francis Carruthers Gould, Saki collaborated on a successful series of political..... Plot SummaryFramton Nuttel has presented himself at the Sappleton house to pay a visit. He is in the country undergoing a rest cure for his nerves and is calling on Mrs. Sappleton at the request of his sister. Though she does not know Mrs. Sappleton well, she worries that her brother will suffer if he keeps himself in total seclusion, as he is likely to do.Fifteen-year-old Vera keeps Nuttel company while they wait for her aunt. After a short silence, Vera asks if Nuttel knows many people in the area. Nuttel replies in the negative, admitting that of Mrs. Sappleton he only knows her name and address. Vera then informs him that her aunt's "great tragedy" happened after his sister was acquainted with her. Vera indicates the large window that opened on to the lawn. Exactly.....ThemesThough it is a remarkably short piece of fiction, "The Open Window" explores a number of important themes. Mr. Nuttel comes to the country in an attempt to cure his nervous condition. He pays a visit to the home of Mrs. Sappleton in order to introduce himself, and before he gets to meet the matron of the house, he is intercepted by her niece, who regales him with an artful piece of fiction that, in the end, only makes his nervous condition worTopics for Further Study∙What different things does the open window in the story symbolize to the characters?Give some other examples of symbols that mean different things to different people.∙Has the country provided Mr. Nuttel with a respite from his nervous condition? What does this say about the nature of his nervous condition?∙When and how do readers know that Mrs. Sappleton’s niece has been lying? Once it is revealed that she has been lying, can you find anything earlier in the story that, inretrospect, might seem like a clue to her deception?∙Try to formulate a theory about why Mrs. Sappleton’s niece would behave in this way. Is she sinister? Bored? Both?“The Open Window” is the story of a dece ption, perpetrated on an unsuspecting, and constitutionally nervous man, by a young lady whose motivations for lying remain unclear.StructureThe most remarkable of Saki’s devices in “The Open Window” is his construction of the story’s narrative. The stru cture of the story isactually that of a story-within-a-story. The larger “frame” narrative is that of Mr. Nuttel’s arrival at Mrs. Sappleton’s house for the purpose of introducing himself to her. Within this narrative frame is the second story, that told by Mrs. Sappleton’s niece.SymbolismThe most important symbol in “The Open Window” is the open window itself. When Mrs. Sappleton’s niece tells Mr. Nuttel the story of the lost hunters, the open window comes to symbolize Mrs. Sappleton’s anguish and heartbreak at the loss of her husband and younger brother. When the truth is later revealed, the open window no longer symbolizes anguish but the very deceit itself. Saki uses the symbol ironically by having the open window, an object one might expect would imply honesty, as a symbol of deceit.Narration“The Open Window” is a third-person narrative, meaning that its action is presented by a narrator who is not himself involved in the story. This allows a narrator to portray events from a variety of points of view, conveying what all of the characters are doing and what they are feeling or thinking. For most of the story, until he runs from the house, the reader shares Mr. Nuttel’s point of view. Like Mr. Nuttel, the reader is at the mercy ofVera’s story. The re ader remains, however, after Mr. Nuttel has fled and thus learns that Vera’s story was nothing but a tall tale.15. The Rocking-Horse Winner16. The Professor17. The Barber’s Uncle主要内容、知识点：New words; The Rocking-Horse Winner; The Professor; The Barber’s Uncle重点：The Rocking-Horse Winner;难点：Psychoanalysis and the unconscious教学目标：Students understand the three stories.2)About the storyD. H. Lawrence's The Rocking Horse Winner, in which a child has nothing he can use but his own life force to save his weak mother, is a story bound like a mummy into its inevitabilities. The first sentence declares the fate already tunneling beneath this family to suck one of them under: There was a woman who was beautiful, who started with all the advantages, yet she had no luck.The Rocking-horse Winner is a short story in which money is a symbol of the substitution of love and affection, a rocking horse, of sex and isolation, Paul, of civilized man.The story seems to be a children's story, but it is extremely philosophical. The value of the story lies in the moral it teaches.3)Language notes:1.Although they lived in style, they felt always an anxiety in the house. In style means fashionable.e.g. When they got married they decided to do it in style, and gavea big party.2.There was always the grinding sense of the shortage of money, though the style was always kept up.The grinding sense: the heavy sense.3.She racked her brain, and tried this things and the other.To rack one's brain means to think very deeply and for a long time 4.Gets on without all right?Gets on really without a name?5.Bassett was serious as a church: Basset was very serious.6.Say, Paul, old man, do you ever put anything on a horse?To put any thing on a horse means to use some money to bet on a horse.7.honor bright: to be serious.8.Basset keeps it for me: Basset keeps the money for me.9.the fiver: a five-pound notes.Text 2The Rocking-Horse Winner[2]Language notes1.Lively Spark came in first, and the betting had been ten to one against him.Came in first: the first place winner.The betting had been ten to one means the odd had been ten to one.2.So she'll have a birthday present of a thousand pounds for five successive years.Successive: following each another closely.。

高三主题读写The old man and the sea 公开课课件

by contrast
lonely/ depress __________
Feelings described between lines
Descriptive sentences
Feelings
(L30)They sat on the Terrace and many of the fishermen made fun of the old man and he was not angry.
Appreciation of literary fragments
XXX School
XXX
THE OLD MAN AND THE SEA
Cultural background
the old man： the old fellow the author himself
the sea： The sea to the fishermen is what the _____ to land farmers
Read the lines: guess the meaning of the following words
skiff
a small , light boat for rowing or sailing , usually by only one person
He was an old man who fished alone in a skiff…he had gone eighty four days now without taking a fish…It made the boy sad to see the old man come in each day with his skiff empty…
salao …which is the worst form of unlucky… unlucky

英语外研版必修3Module6《Old and New》教案Period 3

Period 3Grammar 1; Grammar 2整体设计教材分析本部分的内容是非限制性定语从句以及定语从句之间的区别。

学生可以了解到限制性定语从句和非限制性定语从句的区别并会做相关的练习题目来巩固所学的知识。

三维目标1. 知识与技能1)Make sure students mastered the grammatical items.2)Consolidate their knowledge of non-defining attributive clauses.2. 过程与方法1)Motivate students’ enthusiasm in taking part in the class.2)Help students to use the sentence patterns in communication.3. 情感与价值Through the study of this period students will surely know more about the basic meanings of some attributive clauses.教学重点1. The basic usage of the non-defining relative pronouns and adverbs and learn to use them in different situations.2. How to use the sentence patterns in daily life.教学难点How to help students to learn the non-defining attributive clause efficiently.教学方法Deduction to present the usage of the non-defining relative pronouns and adverbs, and then some exercises to consolidate what we have learned.教学过程→ Step 1 Revision1. Check students’ homework.2. Have a dictation of the words learnt in the text.The words for dictation:dream(v. )energy generate harness historical narrow poem power station submerge→ Step 2 Grammar 1: Non-defining attributive clausesActivity 1 Read the sentences.(Show the following on the screen. )a Mao Zedong wrote a poem i n which he dreamed of “walls of stone to hold back clouds and rain”.b The Three Gorges Dam, which is the biggest construction project in China since the building of the Great Wall and the Grand Canal, has been built to control flooding.c Sun Yat-sen, who was the leader of the 1911 Revolution, first suggested the idea in 1919.d More than a million people who lived in the region have moved from their homes.Now answer these questions.1 Which of the attributive clauses(in italics)contain essential information about the subject and which contain extra information?2 If you take away the attributive clauses, do the sentences still make sense? Why or why not?3 Which sentences have commas, the ones with essential information or the ones with extra information?Suggested answers:1 a and d contain essential information; b and d contain extra information.2 a and d don’t, b and c do because the meaning stands without the extra clause.Activity 2 Read the sentences. Add commas if necessary.1 Sun Yat-sen who became President of the Republic of China in 1912 died in 1925.2 The building of the Grand Canal which is the world’s longest canal began in 486 BC.3 The section of the canal which was built in the seventh century was mainly used for rice transportation.Suggested answers:1 Sun Yat-sen, who became President of the Republic of China in 1912, died in 1925.2 The building of the Grand Canal, wh ich is the world’s longest canal, began in 486 BC.3 The section of the canal, which was built in the seventh century, was mainly used for rice transportation.Activity 3 Add information to sentences 1-3, using extra information A-C.1 The Yangtze River is the third longest river in the world.2 The Three Gorges Dam is the biggest construction project in China.3 Mao Zedong wrote a poem about a dam across the Yangtze River.A which is more than 6, 000 kilometres longB who is a great leader of ChinaC which will generate a large amount of energySuggested answers:1 A: The Yangtze River, which is more than 6, 000 kilometres long, is the third longest river in the world.2 C: The Three Gorges Dam, which will generate a large amount of energy, is the biggest construction project in China.3 B: Mao Zedong, who is a great leader of China, wrote a poem about a dam across the→ Step 3 Grammar 2: Contraction of attributive clausesActivity 1(Show the following on the screen. )a I met a man my grandfather worked with thirty years ago.b I met a man who my grandfather worked with thirty years ago.c I wanted to visit the house that my grandparents lived in.d The bus which I took back to my birth place was full of visitors from other parts of China.Now answer these questions:1 Do the first two sentences mean the same thing?2 In the first two sentences, who is the subject of the verb work—the man or the grandfather?3 Can the words that and which be removed from the third and fourth sentences without changing the meaning?Suggested answers:1 Yes, they do.2 The grandfather.3 Yes, they can.Activity 2Study the two sentences. Notice the words in brackets can be deleted without affecting the meaning of the sentence.The valley is now part of the reservoir(which was)created by the Three Gorges Dam.The people(who are)living in the village have moved to other places.Read out the two sentences with and then without the words in brackets.Ask students to comment on the difference it makes to the sentences.Comment:When with the words in brackets, they are attributive clauses; when without the words in brackets, sentence one is a past participle used as attribute and sentence two is a present participle used as attribute.Activity 3 Cross out the relative pronouns where possible.1 They come from a village that was submerged in the reservoir.2 There are many people who prefer to live in villages.3 The dam that we saw in the film wasn’t the Three Gorges Dam.4 I’ve got a book that has lots of information a bout Zigui County.5 The students that I met near the reservoir were from Vietnam.6 I received an email from my cousin who lives near the Three Gorges Dam.Suggested answers:1 can’t remove “that”2 can’t remove “who”3 can remove “that”4 can’t remove “that”5 can remove “that”6 can’t remove “who”Conclusion:1 When the relative pronoun is used as the subject, it can’t be removed.2 When in defining attributive clauses, the relative pronoun is used as the object, it can beActivity 4 Make each pair of sentences into one sentence.Example: The mountain is the highest in the region. We climbed it.The mountain we climbed is the highest in the region.1 The dam provides a large amount of power. They built it on the river.2 The power station was very modern. We visited it.3 The village is near the lake. My grandparents used to live in it.4 The boat went from Wuhan to Zigui. I took it.Suggested answers:1 The dam(which/that)they built on the river provides a large amount of power.2 The power station(which/that)we visited was very modern.3 The village(which/that)my grandparents used to live in is near the lake.4 The boat(which/that)I took went from Wuhan to Zigui.→ Step 4 Conclusion限制性定语从句和非限制定语从句的区别:定语从句就其先行词的关系而言, 可分为限制性和非限制性两种。

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