人教版高中英语选修UnitEnjoyingnovelsLearningaboutLanguageGr
高中英语Unit 5 Enjoying novels人教版选修10
Unit 5 Enjoying novelsSkill Goals:Learn about English novels and authoressesLearn about communication skillse some words the teacher gives you to make a short storySpecial Focus:1.enlarge vocabulary: literary, genre, recount, prejudice, consensus, equality,twist, contradiction, hopeless, limitation, heroine, obstacle, ironic, skeptical, approval, hail, deception, explicit, childhood, revelation, premier, ambiguous, concession, critic, injustice, possess, sponsor , in force, get round, under the name of, see through, pull oneself up, at length, against one’s will, think ill of, do everything in one’s power to, in vain2.reading skills: learn to get the main idea of a passage in a few minutes; learnto analyze the structure of an essay.3.improve writing abilityAdditional materials:语法复习独立主格结构:The three Bronte sister adopting this practice, Mary Ann Evans did the same and wrote under the name of George Eliot.With the 19th century being regarded as one of great women writers, there were also some excellent male authors.词义辨析persuade, convince与advise(1)persuade和convince意思均为说服，前者着重情感上的“敦促，劝告”，后者着重理智方面的“辩论，证明”，两者结构相同。
人教版高中英语选修十 Unit 5 Enjoy Novels 全单元教案设计
Unit 5 Enjoy Novels本单元的中心话题是英国文学和小说欣赏, 主要内容涉及英国著名小说家及他们的代表作，以及对《简爱》、《傲慢与偏见》等小说的分析和欣赏。
本单元的语言技能和语言知识也都是围绕这个话题设计。
本单元涉及的要点:1）学习了解英国文学，及英国著名小说家和他们的代表作。
2）学会表达情感。
3）学习掌握本单元的词汇。
4）学习总结独立主格结构。
Period One: Warming upTeaching Goal:1.to arouse students’ interest in novels2.to prepare them for readingTeaching Procedures:Step1. Introduce the literature genres—fiction and non-fiction to Ss. They may get the idea that novel belongs to fiction in which stories are not necessarily true but can be made up. Perhaps not all Ss like novels let them give reasons.Step2. Ask Ss to brainstorm novels (both Chinese and English) they have read, and write down their names. Pictures of some novels are given as triggers.And the teacher may ask Ss which do they like better, Chinese novels or English ones? Why?Step 3. The teacher asks Ss to share their favorite novel with classmates. And here the teacher introduces several terms about novel which Ss should cover in their story telling:• Name• Author• Story• Reason you like itStep4. Ss are required to match the titles of these famous novels with their authors. This can be either an individual work or pair work.Step5. Homework: Design a poster for your favorite novel which includes the components we mentioned in the class (characters, setting, plot, etc.). And share the poster with the class next time.Period Two: Reading ITeaching goal:1. to get students to know the typical female writers in 19th century, and malewriters like Dickens as well. Get Ss to think over the difference between their works.2. to get students to practice the reading skills of skimming, and to develop logicalthinkingTeaching Procedures:Reading (step 3-5)Comprehending (step 6,7)Who – characters, hero, heroine Where and when – setting What happened – plot The problem to be solved – conflictStep1.First, Ss are asked to look at the pictures of Bronte Sisters and Charles Dickens..And ask Ss : What do you know about them?Step2. Get Ss to predict what the text is going to talk about by:looking at the titlescanning the illustrated picturesStep3 .Ask Ss to skim the text quickly, underline the information concerning the author, works, and their themes.Step 4. Detail reading.Ask Ss to read paragraph 2-6 carefully, and fill in the table.Name Work Issues in novel Reason for successJane AustenThreeBronteSistersGeorgeEliotNot mentionedThen, the teacher check the answer with class. Ss then are asked to go on to read paragraph 7 carefully, and fill in the table.The teacher checks the answer to ensure that Ss have found the correct information from the text.Step 5. Get Ss to look at the chart on page 43. Tick the chart to show the issue each writer was most concerned with. Then, the teacher can get Ss to think about the difference between the content of male and female writers. A group discussion can be held.Step 6. Ss are required to read the text again and answer these questions.1. Why did the women writers have to pretend to be men?2. Why do you think so many authoress wrote about love and marriage? Suggested answers:1. Because at that time people generally opposed the writing of novels by female. In order to get their works published, they had to pretend to be men.2. These was the experience and dilemma for these women writers and this was also a common longing for most women.Step 7.Group discussion. Ss are required to get a group of four, and discuss: Nowadays are there any difference between male and female in education and promotion at work? What are they? Give some examples.Step 8. Homework:Exe3. on page 43 are left as homework. Ss are supposed to finish it with a partner.Period Three: Learning About Language(Language points & exercise)Teaching Goal：1. to sum up the new words and expressions and their use2to help students review and grasp nominative absolute construction3Teaching Procedures:Step 1. New words and expressions1)consensusn.(意见等)一致，一致同意The two parties have reached a consensus.这两个政党达成了一致意见.There is broad consensus (of opinion) in the country on this issue.对这一问题举国上下（舆论）普遍一致.2)equalityn.相等，相同，平等The country's constitution embodies the ideals of freedom and equality.这个国家的宪法体现了自由和平等的理想。
人教版高中英语选修10Unit5EnjoyingnovelsReading课件33页
精编优质课PPT人教版高中英语选修10 Unit 5 Enjoying novels Reading 课件（33张PPT）(获奖课件推荐下载) Name of writer
精编优质课PPT人教版高中英语选修10 Unit 5 Enjoying novels Reading 课件（33张PPT）(获奖课件推荐下载)
2.Do you like classic or modern literature? 3.Which do you like better, English novels or
精编优质课PPT人教版高中英语选修10 Unit 5 Enjoying novels Reading 课件（33张PPT）(获奖课件推荐下载) 精编优质课PPT人教版高中英语选修10 Unit 5 Enjoying novels Reading 课件（33张PPT）(获奖课件推荐下载)
精编优质课PPT人教版高中英语选修10 Unit 5 Enjoying novels Reading 课件（33张PPT）(获奖课件推荐下载)
4.Can you say something of the story you like best? Why do you enjoy reading it?
精编优质课PPT人教版高中英语选修10 Unit 5 Enjoying novels Reading 课件（33张PPT）(获奖课件推荐下载)
精编优质课PPT人教版高中英语选修10 Unit 5 Enjoying novels Reading 课件（33张PPT）(获奖课件推荐下载)
高中英语 单元概览 unit 5 enjoying novels(人教版选修10)
Unit 5 Enjoying novels单元概览重点句式Can you believe that there used to be a consensus in society that opposed the writing of novels by authoresses?你能相信过去存在这么一种反对女作者写小说的意识吗？好像我们俩之间有误会。
There happened to be no people in the hall.碰巧大厅里没人。
从前,在海边的一个村庄住着一个老渔夫。
2.主+谓+it+n./adjAfter Jane Austen,authoresses found it an even more hopeless task to publish novels under their 继简·奥斯汀以后，女作家们发现用自己的名字来发表小说是无望的。
她发现坚持用英语写日记是很难的。
我们认为掌握两门外语是有必要的。
They make it a rule to go for a walk every day.每天散步成了他们的习惯。
3.With结构每个人都知道只要有点财产的单身汉没有一个不想娶妻的。
达西先生很惊奇地听她说。
He sleeps with a book in his hand.他手里拿着一本书睡着了。
周围有群孩子玩耍，我不能完成工作。
4.It is/was+名词/形容词/分词+that从句他谈及自己的忧虑，但从他的表情可以明显看出，他深信不疑她会答应他的求婚。
在英语测试中，汤姆无疑是第一个出来的。
It is a pity that such a thing（should）这样的事情竟然发生在我们班里，的确令人遗憾。
It’s said that another man-made satellite has bee据说又一颗人造卫星送入太空。
重点语法学习并掌握独立主格结构的构成。
英语人教版选修10课件Unit 5 Enjoying novels5.2(1)ppt版本
一二三
YINA
3.Which of the following is true? D A.In fact,Mr.Darcy didn’t want to marry Elizabeth.
B.Disliking Mr.Darcy,Elizabeth discounted his affection. C.Elizabeth didn’t grow angry when Mr.Darcy was talking. D.Mr.Darcy was glad to separate his friend from Elizabeth’s sister.
在vain前加but in
123456789
Y 预习导引 UXI DAOYIN
H 核心归纳 EXIN GUINA
2.At first,in spite of disliking him,she did not discount his affection,and was sensitive to the pain she was going to cause him when she declined his offer of marriage. 起初,虽然不喜欢他,她并没有漠视他的爱,而且还很在意拒绝他的 求婚会给他带来的痛苦。 考点一in spite of 不顾 This English novel is worth reading in spite of its long passage. 这部英语小说尽管篇幅很长,但是很值得看。
123456789
Y 预习导引 UXI DAOYIN
H 核心归纳 EXIN GUINA
1.After several minutes,he came towards her in a breathless manner.“In vain have I struggled!It will not do.You must allow me to tell you how much I adore and love you.” 几分钟后,达西气喘吁吁地向她走来。“我怎么挣扎都不行,不管用! 你得允许我告诉你我是多么敬慕你、多么爱你。” 剖析 In vain have I struggled!是倒装结构,为了表示强烈的感情色彩, 常常把介词短语提到句首。 In vain did the old man struggle on his feet! 那位老人怎么也站不起来!
人教选修十 Unit5 Enjoying novels
Reading classical literature written by native speakers can improve my English language skills in several wayory.
5. Who was the male author referred to in the passage?
1. What was the consensus in society in 19th century? They opposed the writing of novels by authoresses.
It was the best of Times. It was the worst of Times.
Jane Austen
Thomas Hardy
George Eliot
The three Bronte sisters
Charlotte Bronte
Anne Bronte
Wuthering Heights
Fiction
poetry novels
Non-fiction
reports recounts
essays short stories descriptions
Do you like classical or mofern literature? Which famous literary works have you read? Which do you like better, English novels or Chinese novels?
explicit outspoken growth childhood premier ambiguous possess sponsor generous
高中英语：unit5《enjoying novels》教案(新人教版选修10)
Unit5 Enjoying NovelsThe First Period ReadingTeaching goals教学目标1．Target language目标语言a．重点词汇和短语consensus，equality，twist，contradiction，hopeless，skeptical，approval，explicit，outspoken，growth，childhood，premier，ambiguous，possess，generous，sponsor，in force，get round，under the name of，see through，struggle against，stand out b．重点句子Can you believe that there used to be a consensus in society that opposed the writing of novels by authoresses?The three Bronte sisters adopting this practice．Mary Ann Evans did the same and wrote under the name of George Eliot．With the 19th century being regarded as one of great women writers，there were also some excellent male authors．2．Ability goals能力目标Enable the students to learn about the world famous literary works and authoresses and improve their reading abilities．3．Learning ability goals学能目标Help the students learn to appreciate English novels and know about some authoresses．Teaching important points教学重点Let the students understand the whole passage and identify new words and expressions which appear in the text．Teaching difficult points教学难点Enable the students to improve reading abilities and appreciate English novels．Teaching aids教具准备Computer and some slides．Teaching methods教学方法Task-based learning and communicative．Teaching procedures ＆ways教学过程与方式Step I Lead-in ＆Warming upT：Good morning，students．I heard that most of our students like to play the computer games，such as“大话西游”and“三国志”．We are all familiar with these stories．Do you know where t11ese stories are from?S1: They are all from ancient，Chinese stories．S2:“大话西游”comes from the novel “Journey to the West"．S3:“三国志”comes from the novel “Romance of Three Kingdoms．T：These novels are very popular in China．The two novels are called “the Four Ch inese Classical Novels” by Chinese．The others are “Dream of Red Mansions”《红楼梦》and “Water Margin”《水浒传》．Have you read them?Ss: Yes.T: They are the representations of Chinese novels. Have you read any foreign novels? Ss: Yes.T: OK. Today we will have a new period about literature. Let's have a discussion about literature according to these questions.Show the four questions on the slides.T: I'll give you five minutes to discuss and then ask some students to answer the questions.S1: I like novels because we can learn the background of that society after reading novels. I am very relaxed when I read a novel.T: Good. The next one.S2: I like classical literature. Reading classical literature written by native speakers can improve my English language skills in several ways and we could get knowledge about history. I've read "Jane Eyre" and I like the heroines very much.T: Well done. The third one.S3: I like English novels better. I've read "Wuthering Heights".T: Good. The last question. It's a little difficult.S4: Yes. Once there was a little boy who had a bad temper. His father gave him a bag of nails and told him that when he lost his temper, he must hammer a nail into the fence. The first day the boy hammered 37 nails into the fence. Over the next few weeks, as he learned to control his anger, the number of nails hammered daily gradually dwindled down. He discovered it was easier to hold his temper than to drive those nails into the fence...Finally the day came when the boy didn't lose his temper at all. He told his father about it and the father suggested that the boy pull out one nail for each day when he was able to hold his temper. The daypassed and one day the young boy told his father that all the nails were gone. The fence would never be the same. When you say things in anger, they leave a scar just like those nails.T: You have done a good job. I am very glad you've read some English novels.Step Ⅱ Pre-readingT: Please look at the slides. Can you match the titles of these famous novels to the authors? Maybe some authors whom you are not very familiar with. Have a try. Show the slide.Three minutes later, check the answers.T: There are nine authors. Do you know how many female authors are there?S1: There are six female authors. They are Jane Austen, Charlotte Bronte, Emily Bronte, Harper Lee, Anne Bronte and Margaret Mitchell.T: Please look at the picture on the right. She is the famous author who writes the novel "Gone with the Wind".Step ⅢWhile-readingT: How many English authoresses in the 19th century in the text? Who are they? What are their works mentioned in the text? Read the text as quickly as possible, and try to find out the answers to the questions in two minutes, I'll time you. (Design a clock which can work and sound when time is up) Have you got your answers?S6: There are five authoresses in the 19th century in the text. They are Jane Austen, the three Bronte sisters (Charlotte, Emily and Anne), and the writer known as George Eliot. "Pride and Prejudice" written by Jane Austen, "Jane Eyre" written by Charlotte Bronte and "Silas Marner" written by George Eliot are mentioned in the text.T: Well done. Sit. down, please. Do you understand this passage? What does the author tell us in the first paragraph?S7: Consensus in society opposed the writing of novels by authoresses. But this period produced five of the most courageous and gifted authoresses. They are Jane Austen, the three Bronte sisters (Charlotte, Emily and Anne), and the writer known as George Eliot.T: Good. Who can tell us the general idea of paragraphs 2 to 3?S8: The general idea of paragraphs 2 to 3 is the introduction of Jane Austen and her work "Pride and Prejudice".T: It is not very specific. Let's learn more about Jane Austen and "Pride and Prejudice".Jane Austen was born in a country clergyman's family on 16 December, 1775, in the parish of Steventon. She was brought up in an intelligent but restricted environment. Her father was a priest and scholar with a good library. She was.educated at home with her sister. Through a wide reading of books available in her father's library, Jane acquired a thorough knowledge of eighteen century English literature, including the moral philosophy of Dr Johnson, the, poetry, of W. Cowper, as well as the novels by Richardson and Fielding. She lived in a quiet, retired and, in public terms, uneventful life, though she did move to several places like Bath, Southampton and Chawton. And her closest companion was her elder sister Cassandra, who, never married. Austen began as a child to write novels for her family entertainment. Her works were later published anonymously due to the prejudice against women writers then. In her lifelong career, Jane Austen wrote altogether six complete novels. She died in Winchester. Jane Austen is particularly preoccupied with the relationship between men and women in love. Stories of love and marriage provide the major themes in all her novels, in which female characters are always playing an active part. In their pursuit of a marriage, they are usually categorized into three types according to their different attitudes: those who would marry for material wealth and social position, those who would marry just for beauty and passion, and those who would marry for true love witha consideration of the partner's personal merit as well as his economical andsocial status. In another word, Jane Austen tries to say that it is wrong to marry just for money or for beauty, but it is also wrong to marry without it.Do you understand the paragraphs 2 to 3 ?Ss: Yes.T: The fourth paragraph means that after Jane Austen, authoresses found it an even more hopeless task to publish novels under their own names. So they chose to publish their works using men's names. How much do you know Charlotte Bronte and her work "Jane Eyre"?S9: Charlotte Bronte was the most famous of the three Bronte sisters. Her most famous book, Jane Eyre, describes the growth of a poor, abused heroine with an unhappy childhood who finds eventual happiness after many struggles and disappointments. Being immediately hailed as "the master work of a great genius", Jane Eyre became a great success.T: Do you want to know more about Charlotte Bronte and her work "Jane Eyre"?Ss: Yes.T: Charlotte Bronte came from a large family of Irish origin. Their father was a clergyman at Haworth, Yorkshire. When they were young, the Bronte sisters were sent to a school for clergymen's daughters. The eldest two died there due to the poor and unhealthy conditions. This experience inspired the later portrayal of Lowood School in the novel "Jane Eyre". As they grew up, the sisters worked either as teacher or governess in some private families. In 1842, in order to open up a school of their own, Charlotte and Emily went to Brussels to improve their foreign language. The two years there left hardly any trace on Emily but for Charlotte the change was most fundamental. There she fell in love with her German professor, a married man. This passionate yet one-side love was later recounted in her works, especially in Villette. Charlotte's works are all about the struggle of an individual consciousness towards self-realization, about some lonely and neglected young women with a fierce longing for love, understanding and a full, happy life.T: Look at the sixth paragraph, boys and girls. This paragraph has to do with George Eliot and her work "Silas Marner". I would like to tell you more about George Eliot and her work "Silas Marner". George Eliot, pseudonym of Mary Ann Evans, was born on Nov. 22, 1819 into an estate agent's family in Warwickshire, England. As a small child, she showed no evidence of special talent except a passionate longing to be loved. By the time of her teenage, however, her extraordinary intelligence began to be acknowledged both at home and at school. Brought up with the strict orthodox teaching and influenced by her first school-teacher Miss Lewis, the bookish girl devoted herself, for four years, to a diligent study of the Scripture. Unfortunately, she was forced to drop school at the age of 16 on account of her mother's death and sister's marriage, and yet, meanwhile, she continued her study at home and managed to learn three foreign languages and music all by herself. In her works, she seeks to present the inner struggle of a soul and to reveal the motives, impulses and hereditary influences, which govern human action. So much for George Eliot. Have you read "David Copperfield"?S10: Yes, I have.T: Say something about this book.S10: In "David Copperfield", the hero experiences suffering before he meets his eccentric, kind and tolerant aunt, Betsy Trotwood. David benefits from her trulygenerous nature, and owes his education, wealth and happiness to her care.T: After explanation of the text, who can tell me the main idea of the passage?S1: The main idea of the passage is to tell us the social background of that society.T: Well done. Who has different opinion?S2: The main idea of the text is to tell us men and women have equal rights. What's more, women are independent, not men's accessories. Women can do anything men can. Maybe women can do everything better than men. It is wrong to discriminate against women.T: Fantastic! Your pronunciation and intonation make you sound like a native speaker. I agree with your answer. If the others have different ideas, keep it and we'll discuss it after class,T: Well. We've talked enough about the text. let's have a relax. I'll tell you a joke for a break. "So you think you've got problems! " a man said to his co-worker. "I lent a guy $4,000 for plastic surgery, and now I don't know what he looks like!Ss: Ha-ha.T: From your laughter, I see you've understood the joke.Step IV Language focusWords and useful expressions：1．in force1) “in force” in the text means “being used”．e．g．The new regulations are now in force．新规章已生效。
最新人教版高中英语选修10 Unit 5《Enjoying novels》(第2课时)ppt课件
⑤The football match over,crowds of people poured out into the street. 足球赛一结束,人群便涌到大街上。 ⑥He lay there thinking,his hands under his head. 他头枕着双臂,躺在那里思索着。
考点延伸 1)过去分词的独立主格结构中,过去分词和逻辑
主语之间为被动关系。动词不定式的独立主格结构中,动词不定式表示将来 的动作。
③The plan successfully carried out,everything worked out perfectly. 计划成功执行,一切进展顺利。
-5-
K课前学习 EQIAN XUEXI
K课堂深入 ETANG SHENRU
-3-
Section Ⅱ— Learning about Language
K课前学习 EQIAN XUEXI
K课堂深入 ETANG SHENRU
一二三
三、将下列句子译成汉语,注意独立主格结构
1.Night coming on,we put ourselves up in a small hotel.
考点:inspect vt.检查;视察
①After the crash both drivers got out and inspected their cars for damage.
汽车相撞后,两位司机都下车检查车辆受损情况。 ②The mayor inspected our school yesterday. 昨天市长视察了我们学校。
答案:1)All the tickets sold out 2)Lots of homework to do 3)ears red with
人教版高中英语选修UnitEnjoyingnovelsReadingspeakingandwriti
凡是有钱的单身汉，总想娶位太太，这已经成了一条举世公认 的真理。
Irony (反讽 )
A single woman, especially the one not in possession of a good fortune, must be in want of a (wealthy) husband.
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgReanodvienlgsp Reeaakdiinnggandswpreiakting优an秀dppwtriting 课件（19张PPT）
4. Can you guess the end of the story? A.Elizabeth didn't marry Mr. Darcy. B.Elizabeth married Mr. Darcy. C.Elizabeth became a good friend of Mr. Darcy. D.Elizabeth became an enemy of Mr. Darcy.
unit5enjoyingnovels教案(人教版选修10).doc
Unit 5 Enjoying novels教学安排对课本内容进行优化组合，可将本单元分成5个课时Period 1 Reading 1Period 2 Reading 2Period 3 TalkingPeriod 4 GrammarPeriod 1 ReadingTeaching aims:Words and expressions in this session:there used to be, consensus, equality, must have done, in force, get round, deal with, but for The main grammar in this session: the use of attributive clausesTeaching procedureIn this session, we mainly focus on the learning of the first four paragraphs in the text. By learning the four paragraphs, the students should not only understand the content, but also learn about the back-ground and the uses of the related language points, especially the use of the attributive clauses.1丄ead in1). To introduce the topic by doing the warming up and the pre-reading exercises.2). To ask the students to focus on the English authoresses.2.P resentation1). To ask the students to skim the first four paragraphs to get the main idea.2). To ask the students to read the text again to understand the text.3). To learn about the students' understanding of the text by asking them some questions.4). To ask the students to raise their difficult points in their understanding after reading.5)Problems solving—answer the questions raised by the students.6)Explanation:a.To learn about the background of the English authoresses in the 19th century by learning about the first paragraph.The main points in the first paragraph are the uses of the expressions such as there used to be, must have done, be in force, get round and the uses of the attributive clauses.b.To learn about the first great authoress, Jane Austen and her novel, Pride and Prejudice by learning the next three paragraphs.The main points in these three paragraphs are the uses of the expressions such as deal with, but for and the uses of the attributive clauses.3.P racticePractice using the main expressions and the attributive clauses.4/ConsolidationTo ask the students to say something about what' s been learn in the first four paragraphs.5.H omeworkTo ask the students to review what' s been learned in the first four paragraphs.Period 2 ReadingEnjoying novels Teachingaims:Key words and expressions in this session:under the name of, see through, hail, stand out, owe to, etc.The main grammar in this session: the nominative absolute construction Teaching procedureIn this session, we mainly focus on the learning the rest of the text, the last four paragraphs. By learning these four paragraphs, the students should not only understand the content, but also learn more about the other four great English authoresses and one excellent male author, Charles Dickens and their novels. The uses of the nominative absolute constructions are the key language focus of this session.1.RevisionReview what' s been learned in the first four paragraphs by asking the studentssome questions related to the background of the 19th English literary world and something related to Jane Austen and her novel.2.Lead inTo continue the learning of the text by asking the students some of the questions about Jane Eyre, which is a famous novel known by many people.3.Presentation1). To ask the students to skim the rest of the text to get the main idea.2). To ask the students to read the text again to understand the text.3). To learn about the students' understanding of the text by asking them some questions.4). To ask the students to raise their difficult points in their understanding after reading.5)Problems solving—answer the questions raised by the students.6)Explanation:a.To learn about the three Bronte sisters and the famous novel, Jane Eyre,by learning the fifth and the sixth paragraphs.The main points in these two paragraphs are the uses of the expressions such as under the nameof, see through, the use of the structure sb. find it + adj. to do sth. and the use of the nomi-native absolute construction, "The three Bronte sistersadopting this practice,".”. Besides,the students should be enabled to understand the words and sentences used to describe the novel, Jane Eyre.b.To learn about the fifth premier authoress, George Eliot and her novel, Silas Marner by learning the seventh paragraph.The main points in this paragraph are the uses of the expressions such as ambiguous, make a concession to and the uses of the attributive clauses such asw...a little girl whom he takes in to live with him"，and 〃…a mistake for which the couple both suffer.".c.To learn about one excellent male author, Charles Dickens and his novel, David Copperfield by learning the last paragraph.The main points in this paragraph are the uses of the expressions such as regard as, stand out, owe to, benefit from and the uses of the nominative absolute construction, "with the 19th century being regard-ed as •…","These women having produced works of the highest quality,...".4.PracticeTo ask the students to do the comprehending exercises at P43 and the exercise 1 and 2 in Learning about Language at P43 -44.5.ConsolidationTo ask the students to say something about what' s been learn in the last four paragraphs.6.HomeworkTo ask the students to review what1 s been learn in the last four paragraphs.Period 3 TalkingTeaching aims:To do the related exercises in the workbook.Teaching procedureIn this session, we mainly focus on the exercises in the workbook.1.RevisionRemind the students of the nominative absolute construction and “the proposal” from the pride and prejudice.2.Lead inTo begin the related exercises by introducing the main story of David Copperfield3.Practicing1). Listening2). Talking3). Using words and expressions4.HomeworkPeriod 4 GrammarTeaching aims:1.To learn about the nominative absolute construction and learn to use it.2.To learn about the novel Pride and Prejudice and do some corresponding exercises.Teaching procedureIn this session, we mainly focus on learning about the nominative absolute construction and how to use it, then we' II turn to learn about the novel Pride and Prejudice.1.RevisionReview what' s been learned in the text by asking the students some related questions on the 19th English literary world.2.Lead inTo begin the learning of the nominative absolute construction showing thestudents some sentences with the construction.3.Presentation1). To show the students the samples of the nominative absolute construction.2). To ask the students to translate the sentences and check their understanding of the sentences.3). To ask the students to raise their difficult points in their understanding of the usesof the construction.5)Problems solving—answer the questions raised by the students.6)Explanation:a.To learn about the nominative absolute construction独立主格结构(Nominative Absolute Construction)状语有时可以由一名或代词和另一个成分构成的复合结构担任，称为独立结构。
unit5《enjoyingnovels》教案(新人教版选修10).doc
Unit 5 Enjoying novelsPart One: Teaching DesignPeriod 1: A sample lesson plan for reading (THE RISE OF ENGLISH AUTHORIESSES IN THE19TH CENTURY)AimsTo help students develop their reading abilityTo help students learn about enjoying novelsProcedures■ Warming up by talking about Jane EyreNice to see you, boys and girls. What did you do on the weekends?As for me I managed to read Jane Eyre and Gone with the wind in English・These are wonderful western novels. Jane Eyre is an orphan cast out as a young girl by her aunt, Mrs. Reed, and sent to be raised in a harsh charity school for girls. There she learns to be come a teacher and eventually seeks employment outside the school. Her advertisement is answered by the housekeeper of Thornfield Hall, Mrs. Fairfax.Scarlett is a woman who can deal with a nation at war, Atlanta burning, the Union Army carrying off everything from her beloved Tara, the carpetbaggers who arrive after the war. Scarlett is beautiful. She has vitality. But Ashley, the man she has wanted for so long, is going to marry his placid cousin, Melanie. Mammy warns Scarlett to behave herself at the party at Twelve Oaks. There is a new man there that day, the day the Civil War begins.To better understand the background of this novel and others of this type, lefs go to page 41. We shall try to discover U THE RISE OF ENGLISH AUTHORIESSES IN THE 19TH CENTURY ”.■Warming up by defining novelsTo begin with let' s try to find out what a novel is.A novel （from French nouvelle, "new"） is an extended fictional narrative in prose・Down into the 18th century, the word referred specifically to short fictions of love and intrigue as opposed to romances—epic-length works about love and adventures・Having become one of the major literary genres over the past 200 years the novel is today the object of discussions demanding artistic merits, a specific literary style and a deeper meaning than a true story of the same content could claim to have・■Warming up by talking about the greatest classical Chinese novelsWhat is in my hand? Yes, you guess right. It is The Romance of the Three Kingdoms, in Chinese 三国演.11 is one of the greatest classic novels by Chinese writers.What Chinese classic novels have you read in Chinese or in English?Lefs see this list of Chinese language novelists:Now we shall turn our eyes to the West, to see what classic novels they have got there!I.Pre-readingBefore we read the article, we shall attempt a comparison between Chinese authors and American authors.•Chinese authorsLao She, (1899-1966), author of Si Shi Tong TangZhang Ailing, (1920-1995), female romantic story writerQian Zhongshu, (1910-1998), author of Wei ChengLu Xun, (1881-1936), author of The True Story of Ah QMao Dun, (1896-1981), author of Zi Ye•American authorsLouisa May Alcott, (1832-1888), author of "tie WomenJohn Dos Passos, (1896-1970), author of U.S.A.Theodore Dreiser, (1871-1945), author of Sister Carrie and An American TragedyHenry James, (1843-1916), author of The Portrait of a Lady and The AmbassadorsJack London, (1876-1916), author of The Call of the WildHarriet Beecher Stowe, (18x-1896), author of Uncle Tom's CabinJohn Kennedy Toole (1937-1969), author of A Confederacy of DuncesMark Twain, (1835-1910), pseudonym for Samuel Clemens author of The Adventures of Huckleberry Finn and The Adventures of Tom SawyerII.ReadingOn page 41 there is an article entitled THE RISE OF ENGLISH AUTHORIESSES IN THE 19TH CENTURYYou are going to read it aloud to the recording.Now read the text again to: cut/ the sentence into thought groups, blacken the predicative, darken the connectives and underline all the useful expressions.THE RISE OF ENGLISH AUTHORIESSES IN THE 19™ CENTURYCan you believe that /there used to be a consensus/ in society/ thatODDOsed the writing of novels/ by authoresses? Clearly/ this restriction must have operated/ at a time/ when there was no eauality of ODDortunity/ for women.Perhaps/ you think that /discrimination of this kind/ was in force/ a very long time ago/ because, after all, it is a very old-fashioned idea. But/ you would be wrong, because it was a generally held view/ only one hundred years ago/ in England. Even so/ there is another twist/ to this story. In a strange contradiction, this period produced five of the most courageous/ and gifted authoresses. Those/ who got round this ban/ were: Jane Austen, the three Bronte sisters (Charlotte, Emily /and Anne), and the writer/ known/ as George Eliot.Jane Austen (1775-1817) was the first of these great women writers. She produced six comoleted novels, all of which deal with the Droblems /and limitations of women's choices. At this time/ the only respectable career/ for a woman/ was to marry, so/ the dilemma of her heroines' was also to marry/ but for love・ Her most popular novel has always been Pride andPrejudice. \r\ this story/ we follow the lives of five sisters/ as they overcome obstacles/ to their haDDiness/ and marriage/ until all is happily resolved. But/ the appeal of Jane's work was not in its content/ alone. It was also in her refreshingly light /and ironic style, evident/ from the first sentence of the novel:Everyone knows that/ a single man/ with a fortune/must be in want of a wife."As readers, we know that/ this sente nee is not really true/ but it represents the QDinions of all mothers/ who have daughters/ to marry. It is making fun of those mothers/ whose only wish is to marry their daughters well.After Jane Austen, authoresses found it an even more hopeless task/ to publish novels/ under their own names. So/ they chose to publish their works/ using men's names. The three Bronte sisters/ adooting this practice, Mary Arm Evans did the same/ and wrote/ under the name of George Eliot. Sceptical reviewers did not see through this deceution/ and gave their aDDroval/ to their work.III.Copying expressions and making sentencesCENTURYIV.Transferring informationWhat is a novelist? He/ She is someone who writes novels.What is an author, writer? They are writes (books or stories or articles or the like) professi on ally (for pay).The fifth premier _20 ______ of this period was George Eliot (1819-1880). Her 21 studied 22 morally ambiguous concessions people4.The book was a revelation after the more reserved feelings expressed in JaneAusten's novels.在奥斯汀小说表达了更加保守的感觉之后,这本书却是对时世的揭露。
英语：Unit 5《Enjoying novels》Reading课件(1) 新人教版选修10
2. Super Shooze
A. What group of people is the advertisement made for? Young people who like sports and the latest fashions.
B. What message does the advertisement give? If you wear our shoes you’ll have an exciting life, and be popular.
identifying the target only. F
ing a suitable media plays an
important part in ads.
T
7. An effective advertisement is
likely to make people buy the
products that they have no use
Enjoy an ad.
Skimming
Skim the text and predict the content.
Listen and pay attention to the following words.
• Who…? • Why…? • Where…? • How…?
Choose the correct answers.
5) You cannot rely _o_nhim to arrive on time because he is always late for meetings.
6) You’ll soon fit _i_n_to_ your new job and start enjoying yourself.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Subjunctive mood
虚拟语气表示说话人的愿望、假设、
猜想,而不表示客观存在的事实。 虚拟语气通过谓语动词的特殊形式 来表示。
• 虚拟语气是一种特殊的动词形式(verb structure)，用来表示说话人所说的话不是 一个事实 (fact)，而只是一种假设 (hypotheses ) 愿望(wishes)、建议 (suggestion) 或怀疑doubt等等。
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
a pleasant journey today. 3) He is not a careful driver; otherwise
he (不会撞) _w__o_u_l_d_n_’t__h_a_v_e_h_i_t___ the tree yesterday.
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
二、用在条件句中If
与现在 事实相反 与过去 事实相反
与将来 事实相反
条件状语从句if
主句
动词过去式 Would/should/ (be用were) could/might+动原
Would /should
had done
could/might +have +done
A: 动词过去式 Would/should
人教版高中英语选修10 Unit 5 Enjoying novels Learning about Language Grammer 课件（35张PPT）
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
2. 含蓄的虚拟语气
but for, without, otherwise等形式的 含蓄的虚拟语气。 1) Without air, there ___w_o_u_l_d_b__e__(有)
no living things. 2) But for the rain we _s_h_o_u_l_d_h__a_v_e(有)
3. 时间错综的虚拟语气 If从句中时间与主句时间不一致。 If you had worked hard last year,
you would be in university now. Had I taken the medicine, I would
be better now.
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
选修十 Unit 5 Learning about language
Subjunctive mood
Lead in
I wish there were Father Christmas in the world. If I were Father Christmas, I would send gifts to everyone. I advise you contribute your love to helping the people in trouble.
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
B: were to+动原 could/might + C: should+动原 动原
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
人教版高中英语选修10 Unit 5 Enjoying novels Learning about Language Grammer 课件（35张PPT）
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
But for your help, I couldn’t have made so much progress. 要不是你的帮助, 我不可能取得这么大 的进步。(条件暗含在介词短语But for your help中) This same thing, happening in wartime, would result in disaster. 同样的事, 如果发生在战时, 就会酿成 大祸。(条件暗含在分词短语happening in wartime中)
另: ①suggest作“暗示、表明”解时, 宾语从句不用虚拟语气。如: His attitude suggested that he was angry. ②insist “力言”、“坚持(认为)”解时, 宾语从句不用虚拟语气。例： Mike insisted that he had never stolen anything.
注: 1. If 从句中, 有were (助动词had, should) 时可省略If, 用倒装。 上面的句子可省If, 可变为： Were I you, I should study English. Had you come yesterday, you would have met him. Should you come tomorrow, we would have the meeting.
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
用在有意志词的宾语从句, 主语 从句, 同位语从句 用在If条件句中 用在主语从句 (should)+动词原形 用在It’s time后定语从句中 用在 wish/if only引导的句中
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）
三、用在主语从句(should)+动词原形 结构： • It is +important (necessary, natural,
人教版高中英语选修1U0nitUEnnijtoy5ingEnnojvoyeilnsgLeanorvneilnsga LbeoaurtnLianngguaagbeouGtramLmaengru优ag秀ep Gprtammer 课件（35张PPT）