高中英语北师大版 Handout for Literature Spot 3 必修三 Frankenstein(学生学案)
北师大2019新版高中英语选择性必修三UNIT 8 LITERATURE 单词表
UNIT 8 LITERATURE默写Topic Talkfiction /ˈfɪkʃn/ n. 小说; 虚构的事poetry /ˈpəʊətri/ n. 诗, 诗歌; 诗情, 诗意fable /ˈfeɪbl/ n. 寓言*drama /ˈdrɑːmə/ n. 戏剧; 戏剧表演; 戏剧性事件genre /ˈʒɒnrə/ n. (艺术、写作、音乐等的)类型, 体裁* adventure /ədˈventʃə(r)/ n. 历险, 奇遇romance /rəʊˈmæns/ n. 爱情故事; 罗曼史; 爱情detective /dɪˈtektɪv/ n. 侦探, 警探fantasy /ˈfæntəsi/ n. 幻想作品; 幻想, 想象; 空想folk /fəʊk/ adj. 民间的, 民俗的stimulating /ˈstɪmjuleɪtɪŋ/ adj. 使人兴奋的; 饶有趣味的absorbing /əbˈzɔːbɪŋ/ adj. 十分吸引人的, 引人入胜的dramatic /drəˈmætɪk/ adj. 激动人心的; 给人深刻印象的; 巨大而突然的; 表演的, 戏剧的subjective /səbˈdʒektɪv/ adj. 主观的; 主语的logic /ˈlɒdʒɪk/ n. 逻辑; 道理, 合理的想法*mystery /ˈmɪstri/ n. 难以理解的事物, 谜; 悬疑故事recite /rɪˈsaɪt/ vi. & vt. 背诵; 朗诵contradictory /ˌkɒntrəˈdɪktəri/ adj. 矛盾的; 抵触的riddle /ˈrɪdl/ n. 迷, 谜语; 谜团literary /ˈlɪtərəri/ adj. 文学的rhyme /raɪm/ n. 押韵structure /ˈstrʌktʃə(r)/ n. 结构, 构造; 建筑物, 结构体tone /təʊn/ n. (说话的)语气, 口气, 强调; (尤指乐器或说话的)音调, 音色, 音质setting /ˈsetɪŋ/ n. (书、影片等中情节发生的)背景; 环境historical /hɪˈstɒrɪkl/ adj. 历史的era /ˈɪərə/ n. 时代, 年代shelf /ʃelf/ n. 搁板, 架子submit /səbˈmɪt/ vt. 呈送, 提交, 呈递registration /ˌredʒɪˈstreɪʃn/ n. 登记, 注册scan /skæn/ vt. (用电磁波等)扫描*Lesson 1 THE LAST LEAFunseen /ˌʌnˈsiːn/ adj. 未受注意的; 未被看见的pneumonia /njuːˈməʊniə/ n. 肺炎*icy /ˈaɪsi/ adj. 极冷的; 被冰覆盖的stare /steə(r)/ ⅵ. 凝视, 盯着看blank /blæŋk/ adj. 空白的. n. (纸张上的)空白处, 空格blanket /ˈblæŋkɪt/ n. 毯子, 毛毯aside /əˈsaɪd/ adv. 到旁边, 在旁边backwards /ˈbækwədz/ adv. 往回, 往前面; 向后, 朝后ivy /ˈaɪvi/ n. 常春藤*vine /vaɪn/ n. 葡萄属植物; 葡萄藤*nonsense /ˈnɒnsns/ n. 胡说, 废话; 荒谬的想法(看法)*sail /seɪl/ ⅵ. & vt. (乘船)航行fetch /fetʃ/ vt. (去)拿来; (去)请来; (去)找来slip /slɪp/ vi. 溜走, 悄悄地走; 滑倒disbelief /ˌdɪsbɪˈliːf/ n. 不信, 怀疑curtain /ˈkɜːtn/ n. 窗帘; 门帘; 帘子crime /kraɪm/ n. 罪, 罪行; 犯罪活动fellow /ˈfeləʊ/ n. 男人; 家伙janitor /ˈdʒænɪtə(r)/ n. (学校或大楼的)看门人, 门房, 管理员* clothing /ˈkləʊðɪŋ/ n. 服装, 衣服inch /ɪntʃ/ n. 英寸Lesson 2 POETRYqueer /kwɪə(r)/ adj. 奇怪的, 难以解释的*frozen /ˈfrəʊzn/ adj. (河、湖等)结冰的; 冷冻的, 冷藏的harness /ˈhɑːnɪs/ n. (马的)挽具, 马具*sweep /swiːp/ vt. & vi. 扫, 打扫; 扫去; 卷走, 冲走downy /ˈdaʊni/ adj. 被绒毛覆盖的; 充满绒毛的*flake /fleɪk/ n. 小薄片*daffodil /ˈdæfədɪl/ n. 水仙(花), 黄水仙*wander /ˈwɒndə(r)/ ⅵ. & vt. 徘徊, 闲逛; 漫步于vale /veɪl/ n. 谷; 山谷*flutter /ˈflʌtə(r)/ vi. & vt. (在空中)飘扬, 飘动; 振(翼), 拍打(翅膀) * breeze /briːz/ n. 微风, 和风*continuous /kənˈtɪnjuəs/ adj. 持续的, 不间断的, 连续的twinkle /ˈtwɪŋkl/ ⅵ. 闪烁, 闪耀*stretch /stretʃ/ vi. & vt. 延伸, 绵延; (使)变大; (使)变松; 拉长margin /ˈmɑːdʒɪn/ n. (尤指地域或水域的)边缘, 边隅; 页边的空白, 页边bay /beɪ/ n. 湾, 海湾glance /ɡlɑːns/ n. 一瞥, 很快的一看. ⅵ. 一瞥, 看一眼* toss /tɒs/ vi. & vt. 甩头; 扔, 掷, 抛sprightly /ˈspraɪtli/ adj. 活跃的, 充满活力的*wave /weɪv/ n. 海浪, 波涛; (行为、活动或感情的)一阵, 风潮. vi. & vt. 挥动, 摆动; 挥手sparkling /ˈspɑːklɪŋ/ adj. 闪亮的, 闪光的*glee /ɡliː/ n. 高兴, 兴奋; 幸灾乐祸*poet /ˈpəʊɪt/ n. 诗人gay /ɡeɪ/ adj. 快乐的, 兴奋的*jocund /ˈdʒɒkənd/ adj. 快活的; 高兴的*gaze /ɡeɪz/ ⅵ. & n. 凝视, 盯着看; 注视*oft /ɒft/ adv. 经常, 时常*couch /kaʊtʃ/ n. 长沙发vacant /ˈveɪkənt/ adj. 空的, 未被占用的*pensive /ˈpensɪv/ adj. 沉思的; 郁郁不乐的*inward /ˈɪnwəd/ adj. 内心的, 精神的bliss /blɪs/ n. 极乐, 无上幸福, 福佑, 至福* solitude /ˈsɒlətjuːd/ n. 独处, 独居Lesson 3 20,000 LEAGUES UNDER THE SEAleague /liːɡ/ n. 里格(=3英里或3海里); 体育运动联合会, 联赛; 联盟, 同盟violent /ˈvaɪələnt/ adj. 强烈的; 暴力的, 强暴的recollection /ˌrekəˈlekʃn/ n. 想起, 记起*desperation /ˌdespəˈreɪʃn/ n. 绝望; 拼命, 不顾一切sink /sɪŋk/ vi. & vt. 下沉, 沉没ease /iːz/ n. 轻易, 毫不费劲grab /ɡræb/ vt. 攫取, 抓住nevertheless /ˌnevəðəˈles/ adv. 然而, 不过; 尽管如此preservation /ˌprezəˈveɪʃn/ n. 维护; 保护; 保持, 维持; 保存drown /draʊn/ vi. & vt. (使)淹死, (使)湖毙*strike /straɪk/ vi. & vt. 打, 击, 撞; 突然发生不幸; n. 罢工; 打击chest /tʃest/ n. 胸部, 胸膛unconscious /ʌnˈkɒnʃəs/ adj. 不省人事的, 失去知觉的being /ˈbiːɪŋ/ n. 生物(尤指人); 诞生; 出现; 存在whale /weɪl/ n. 鲸weapon /ˈwepən/ n. 武器, 兵器; 凶器bounce /baʊns/ vi. & vt. (使)弹起, (使)反弹steel /stiːl/ n. 钢, 钢铁evidently /ˈevɪdəntli/ adv. 明显地, 显然solid /ˈsɒlɪd/ adj. 固体的; 坚硬的polished /ˈpɒlɪʃt/ adj. 擦亮的, 磨光的; 精湛的; 精致的construction /kənˈstrʌkʃn/ n. 建筑物; 建造物; 建造, 建筑daybreak /ˈdeɪbreɪk/ n. 黎明, 破晓utter /ˈʌtə(r)/ vt. (尤指吃力地)发出(声音) *Writing Workshop A CONTINUATION OF A STORYcontinuation /kənˌtɪnjuˈeɪʃn/ n. 延续, 继续部分aboard /əˈbɔːd/ prep. & adv. 在(船, 飞机, 火车)上; 上(船, 飞机, 火车)seaman /ˈsiːmən/ n. 水手, 海员; 水兵comfort /ˈkʌmfət/ vt. 安慰, 抚慰; n. 舒适感, 满足感take…for granted 视……为理所当然(而对其不重视)Reading Club 1emotional /ɪˈməʊʃənl/ adj. 情绪的, 情感敏感的; 情绪微动的scholar /ˈskɒlə(r)/ n. 有学问的人; 学者Reading Club 2poison /ˈpɔɪzn/ n. 毒药, 毒素, 毒物; vt. 毒害, 毒杀forgive /fəˈɡɪv/ vi. & vt. 原谅, 宽恕, 饶恕fence /fens/ n. 栅栏, 围栏, 篱笆handkerchief /ˈhæŋkətʃɪf/ n. 手帕noble /ˈnəʊbl/ adj. 高尚的, 崇高的; 贵族的说明：带*号的词为《普通高中英语课程标准（2017年版）》必修和选择性必修以外词汇。
北师大版高中英语选择性必修3 UNIT 8 LITERATURE
美文导入
核心素养目标
英语 选择性 必修第三册 配北师大版
UNIT 8 LITERATURE
anniversary /ˌænɪˈvɜːsəri/ n. 周年纪念日 emotion /ɪˈməʊʃn/ n. 情感；情绪 reproduce /ˌriːprəˈdjuːs/ vt. 复制；再现……的声音或画面 portrait /ˈpɔːtreɪt/ n. 肖像
美文导入
核心素养目标
英语 选择性 必修第三册 配北师大版
UNIT 8 LITERATURE
核心素养目标
美文导入
核心素养目标
英语 选择性 必修第三册 配北师大版
【语言技能】 学会写一篇读后续写； 掌握重点词汇和句式； 学习状态动词和动作动词的用法； 学会理解诗歌的含义。
UNIT 8 LITERATURE
UNIT 8 LITERATURE
英语 选择性 必修第三册 配北师大版
UNIT 8 LITERATURE
美文导入
美文导入
核心素养目标
英语 选择性 必修第三册 配北师大版
UNIT 8 LITERATURE
素养解读：主题语境是英语学科素养的基础，而人与社会
又是主题语境下的一个子主题。本单元的话题“文学”就属于
美文导入
核心素养目标
英语 选择性 必修第三册 配北师大版
UNIT 8 LITERATURE
Van Gogh was the son of the mister. He left school when he was just 15．By the age of 27, he had already tried many jobs including an art gallery salesman and a French teacher. Finally in 1880, he decided to begin his studies in art.
Handout-Book3-Unit3
Guidelines for StudentsUnit 3 Book 3■Part One In-class Reading◆The words and expressions students are supposed to master before class:1. constantly (adv.) (Line 3, Para. 1)－He doesn’t like his new neighbor because the husband and the wife constantly quarrel with each other－The view across the valley presented a constantly changing panorama(全景图). Adj. constant－He is a constant friend of mine.（坚定的，忠贞的）－No one could bear your constant complaints.（不变的，时常发生的）2. guilty (adj.) (-ier, -iest) (Line 10, Para. 2)－I have a guilty conscience about forgetting to mail your letter.－He was found /declared guilty.Idiom:1) This guy was guilty of theft.2) I feel guilty about having told a lie.3. suppress (v.) (Line 11, Para. 2)1)抑制（感情、思想等）2) 压制，镇压3)隐藏，藏匿－She could hardly suppress a smile.－Opposition to the government was quickly suppressed.－His father tried to suppress the scandal.4. resentful (adj.) (Line 15, Para. 3)－He was deeply resentful at her interference.－She gave her husband a resentful look.v. resent: resent sth./ doing sth./ that…(对……表示忿恨)n. resentment 忿恨(Line 40, Para. 6)5. range (in sth.) from ... to …(Line 21, Para. 4)－The children’s ages range from 5 to 10 / between 5 and 10.－His feelings to this failure have ranged from bitterness to hope.6. foster (v.) (Line 28, Para. 5)1) 培养，促进2) 抚养，养育－I The couple wanted to adopt the black child they had been fostering.－She has since gone on to find happiness by fostering more than 100 children.－We hope these meetings will help foster friendly relations between our two countries.－These sessions are designed to foster better working relationships.7. stimulate (v.) (Line29, Para. 5)1)刺激，使兴奋2) 鼓励－Exercise stimulates the body.－The approach of the 2008 Olympic Games stimulated Chinese people’s zeal for8. compel(v/n) (Line 54, Para. 7)－They submitted because they were compelled.－His cleverness and skill compel our admiration.－Her illness compelled her to give up his studies.adj. compelling:使人非注意不可的－My second and more compelling reason for going to Dearborn was to see the Henry Ford Museum.－The court was presented with compelling evidence that she'd murdered her husband.9. optimum（Line56 Para7）10. accessibility (Line 62, Para. 8)access →accessible →accessibility－The only access to their house is along a narrow road.－Students need easy access to books.－The island is accessible only by boat.－The problem with some of these drugs is that they are so very accessible.－Two new roads are being built to increase accessibility to the town centre.－The accessibility of her plays (= the fact that they can be understood) means that she is able to reach a wide audience.11. supreme (Line62,Para8) 1) 最高位的2) 极度的；至上的－The matter will have to be decided by the Supreme Court.－Love brings him the supreme courage.－Technology is to the development of the modern society a matter of supreme importance.12. basis(Line 21，Para4) 【Pl】：bases－A steady process in economy is supposed to establish/lay a basis for the construction of a Harmonious Society.－On the basis of these facts, we can reach the following conclusion.13. concern（Line59，Para8）1) “挂念，担心”，不可数名词，后接about/for－I feel no concern about the matter.2) “关系，利害关系” concern后接with/in－I have no concern with the matter.14. arise v.（Line66，Para8）(arose, arisen)1.出现, 产生－The birds also attack crops when the opportunity arises.－Problems arose over plans to build a new supermarket here.2.由……引起, 起源于－Are there any matters arising from the last meeting?－The board acknowledges the problems which arise from the newness of the 15. expense n（Line2，Para1）.1) “花费，费用”，常为不可数－household expense 家庭支出；public expense 公费；2)具体的“花一笔钱”或“费用，津贴”多为可数16. invaluable adj （Line65，Para8）.注：invaluable不是valuable的反义词，而是priceless的同义词1) 注意区分invaluable和pricelessinvaluable意为“珍贵的”，多指质地上是非常宝贵的，也可对实际无法计价的事物进行修饰；be invaluable to…Their services were invaluable to me.priceless意为“极贵重的，无价的”，Is this dress priceless?17. necessity n（Line52，Para7）. “必要性”：为不可数名词。
高中英语北师大版必修1《Literature Spot 1 A Christmas Carol》优质课教案省级比赛获奖教案公开课试讲教案
高中英语北师大版必修1《Literature Spot 1 A Christmas Carol》优质课教案省级比赛获奖教案公开课教师面试试讲教案（名师授课教案）1教学目标1.知识目标:能够掌握描述Scrooge的词汇如:generous,cruel,impolite,polite,friendly,mean,selfish, kind等; 2.能力目标:(1)能够通过浏览、查读和细读等阅读技巧欣赏英语文学作品《圣诞颂歌》,并提高逻辑思维能力。
(2)能通过细读文本,分析Scrooge语言、动作等的描写来解读Scrooge的性格特点,提高批判性思维能力。
(3)能通过勾画思维导图,复述Scrooge前后变化的主要内容,挖掘本文寓意(generosity),提升主题(Love),发展创造性思维和文化性思维能力。
3.情感目标:(1)能通过讨论文本寓意,养成向善、大方、关爱他人、乐于助人等生活态度。
(2)提升对外国文学作品的阅读兴趣及欣赏能力。
2学情分析大部分学生在进行英语阅读时已初步掌握和使用一些有效的阅读策略,如略读、跳读、精读、推理、判断等。
在平时的教学中,大部分学生表现出了较强的合作学习的愿望,在讨论中学生会真实地提出自己的困惑、见解,并愿意分享自己的学习成果。
此外,教师在平时的英语阅读教学中也常引导学生勾画思维导图,所以大部分学生已经能自己勾画思维导图辅助英语阅读。
但是他们对文学作品的涉猎很少,还没完全掌握欣赏文学作品的策略和能力。
3重点难点教学重点:(1)通过预测、略读和细读等阅读技巧来读懂《圣诞颂歌》的主要内容。
(2)通过勾画思维导图,复述Scrooge的前后变化,挖掘文本寓意。
教学难点:借助思维导图,分析Scrooge的性格、心理、行为转变并提升小说主题。
(Love)4教学过程。
Unit8LiteratureLesson3高二下学期英语北师大版选择性
北师大版（2019）选择性必修第三册Unit 8 LiteratureLesson 3 20,000Leagues Under the Sea教材分析：本节课的教材是北师大版（2019）选择性必修第三册Unit 8 Literature Lesson 3，教材内容为《海底两万里》（20,000Leagues Under the Sea）。
教材主要通过文本、图片和相关练习来介绍该小说的情节梗概以及主要角色和背景设定。
教学目标：通过本节课的学习，学生应能够：1. 理解小说《海底两万里》的情节梗概和主要角色；2. 掌握相关词汇和表达，以便能够自主阅读小说；3. 培养学生对于科幻文学的兴趣，并引导学生深入思考科幻文学的意义和价值。
教学重点：教学重点主要包括：1. 小说《海底两万里》的情节梗概和主要角色；2. 相关词汇和表达的掌握。
教学难点：教学难点主要包括：1. 长篇小说的情节和主要角色的理解；2. 科幻文学的意义和价值的引导。
学情分析：学生为高二的学生，他们已经学习了英语基础知识，并具备一定的阅读能力和理解能力。
然而，学生对于长篇小说的阅读和理解可能存在一定困难，对于科幻文学的兴趣和了解也相对较少。
教学策略：针对以上学情分析，可采取以下教学策略：1. 激发学生的学习兴趣，提前通过以图片、视频等形式引入小说的情节和背景，让学生建立起对小说的初步认知，培养学生对于科幻文学的兴趣；2. 通过课堂互动和小组活动等形式，让学生积极参与，提高课堂氛围，激发学生学习英语的兴趣；3. 提供有针对性的阅读材料和练习，帮助学生巩固所学知识，提高阅读理解能力。
教学方法：教学方法包括：1. 集体讨论，通过问题引导学生思考和讨论，激发他们的思维；2. 小组活动，让学生分组合作，共同完成任务，培养学生的合作意识和团队精神；3. 阅读训练，通过阅读材料和相关练习培养学生的阅读理解能力。
导入环节（约5分钟）：教学内容：引导学生了解《海底两万里》的背景和作者。
北师大版高中英语同步测控选择性必修第三册精品课件UNIt 8 Literature SectionⅢ
【合作探究】 记一记·长知识
【即学即用】
单句语法填空
①This lesson is a continuation (continue) of our last lesson.
②The rain continued to fall/falling (fall) all afternoon.
完成句子
Unit 8
Section Ⅲ Writing Workshop,Viewing Workshop & Reading Club
英语
内容索引
走近新课·一起读文 阅读鉴赏·一起思考
走近新课·一起读文
词汇新知
一、单词英汉互译
1.seaman /̍siːmən/n. 水手,海员;水兵
2.fence /fens/ vi. 击剑
The first step is to go exploring,if you’re out of your comfort zone or if you’re wandering into somebody’s house for the first time. 如果你走出舒适区或者如果你第一次走进别人的房子,那么第一步就是去 探索。
③她连续不断地受雇于人,一直工作到65岁。
She was in
continuous employment until the age of 65.
2.We were aboard the machine now,and I shook with cold in the darkness.(Page 40) 我们现在在机器上,我在黑暗中冷得发抖。 ★aboard prep.& adv.在(船,飞机,火车)上;上(船,飞机,火车) They finally went aboard the plane. 他们终于登上了飞机。
Unit 8 Literature L2 Poetry 高中英语北师大版(2019)选择性必修第三册
What is the effect of the repetition in the last lines of the poem?
P34 6
The writer repeats the last line to show how sad the speaker feels. He cannot stop and must continue on his long journey.
That is newly spring in June;
And the rocks melt with the sun;
O, my love is like the melody,
And I will love you still, my dear,
That is sweetly played in tune. often inWhile the sands of life shall run.
1. Why did the writer stop by the woods? He wanted to watch the snow falling in the woods.
2. Why did the horse give the harness bells a shake? The horse was unsure why they had stopped without a farmhouse nearby.
3. Why couldn't the writer stay longer in the woods?
The writer couldn't stay because he needed to keep going on his journey and he had many more miles left to travel.
必修三 Frankenstein学案-最新教育文档
Handout for Literature Spot 3FrankensteinEx. 1 Listen and read the text carefully and do True or False exercises.（）1. Frankenstein was very interested in science.（）2. Frankenstein was pleased with his creation.（）3. Justine was accused of murdering William and was hanged.（）4. The monster hated people as soon as he was created.（）5. Frankenstein created the female monster but destroyed her at last.（）6. The police accused Frankenstein of murdering Henry.（）7. The monster killed Frankenstein’s wife and escaped.（）8. In the end, the ship’s captain killed the monster.Ex. 2 Make clear the relations between Victor Frankenstein and other characters. Ex. 3 The story is told by three people, that is, there are three narrators（叙述者）. Order the five parts of the story.Ex. 4Ex. 5s ___________（奋斗）to realize his dream, working day and night for two years and used parts of bodies to create the monster. However, the monster killed the people closest to him and d___________ his life.As for the monster, he was a___________ the moment he was created. He had to w_________（流浪）from place to place aimlessly. At first he showed kindness to people, but was treated badly. So he decided to r___________（报复）his creator Frankenstein.1.Describe Frankenstein, using at least three adjectives. Give your supporting evidence.2.Describe the monster, using at least three adjectives. Give your supporting evidence.Ex.6 Creative writing1.以“Frankenstein in my eyes（我眼中的弗兰肯斯坦）”为题，用英语创意表达，并设计插图2.以“The monster in my eyes（我眼中的怪物）”为题，用英语创意表达，并设计插图Ex.7 Extending reading:《弗兰肯斯坦》书虫版、《弗兰肯斯坦》典范英语版第 1 页。
北师大版必修三Unit 9 Literature Spot 3 《Frankenstein》教学设计
北师大版必修三Unit 9 Literature Spot 3 《Frankenstein》教学设计教学依据《普通高中英语课程标准（2017版）》中写到：英语学科核心素养主要包括语言能力、文化意识、思维品质和学习能力。
其中语言能力要求陈述事件、传递信息，表达个人见解和情感，在熟悉的人际交往中，尝试构建恰当的交际角色和人际关系。
文化意识要求形成正确的价值观，感知所学内容的语言美和意蕴美。
思维品质方面要求学生能够客观分析各种信息之间的关联和差异。
学习能力方面则要有较强的合作精神，积极参与英语学习活动。
本课为北师大教材第三模块第九单元中的的Literature spot，是一篇文学作品的缩写版。
本课通过绘制人物关系图，让学生首先掌握文章的人物关系，这是培养学生阅读文学作品的能力，再通过查读的方式获取细节信息，最终通过学习了解超越文本的信息及情感。
期间通过小组合作的方式，进行讨论、表扬来进一步体会文本和超文本内容。
本课的故事情节较为有吸引力，高难词汇有但不多，且不是本节课教学重点。
但是该文本篇幅较长，学生对于文本表面信息的理解问题不大，但是内容量很大，且对其背后隐藏的意义以及超越文本的思考理解起来有一定难度。
本课主要围绕科学怪人这一主人公展开，虽然该作品诞生于200年前，但是其内涵至今都在引发我们思考，与学生的生活密切相关。
如人工智能的发展、以及人与人之间的爱、信任等等。
学生经过高一上半学期的学习，以及逐步适应高中的内容，但是文学板块往往是教师忽略或一笔带过的内容。
据笔者了解，此次授课班级的学生较为听话，但是基础薄弱。
此篇文学缩写篇幅较长，且有一些有难度的词语。
笔者认为，若学生不提前认真预习该课，很难完成学习任务。
学生语言基础薄弱可能会导致演剧和最后深度思考部分出现问题，即使学生有自己的想法，可能会出现不会用英文表述的情况，造成最后难以输出。
language in the text 能运用上书中的语言(+2)3: complete story （剧情完整 +1），appropriate performance （恰当的表演+1）Activity4(3min)Discuss and voice their opinion1. Wh at’s the moral of thestory?2. Has this readinginspired you to think about our own life. 1.Every members should beinvolved in the discussion(+1)2. Voice your answercorrectly. (+1)Let students know themoral and significanceof this story so thatthey can solve thesimilar problems whenthey met in real life.Homework and Meditation (1min) 1.Writing task ：Search for someinformation and facts to support your profoundthinking and write it out. 2.MeditationClose your eyesLet ss recall what they have learned today and help them have a further understanding both in the story and emotion.板书设计_____________Frankenstein ________________________&__________ ___________ ______________found?friend。
(完整word)北师大版高中英语课文必修三
模块3U7 L11 The Spirit of ExplorersViking Voyages to AmericaThe Vikings were the first Europeans to reach America. They achieved this long before Columbus ever set sail. The Vikings were a group of people whose ancestors came from Scandinavia. They controlled the seas and coasts of Northern Europe between the 8th and 10th centuries AD. By around 900 AD, there were many places in Northern Europe where the Vikings chose to live. In 982 AD, when a man called Eric the Red decided to set sail further west, there were as many as 10,000 Vikings living in Iceland.According to the old stories of Iceland and Norway, Eric the Red was forced to leave Iceland because he had committed a murder, for which he got into trouble. Eric reached Greenland and discovered that people could live in the place where he landed. He returned to Iceland and told people there about Greenland. He persuaded some people to go back with him to Greenland. Eric set sail once again, this time with 25 ships, of which only 14 made it to Greenland. Not long after Eric the Red had landed in Greenland, a man called Biarni set sail from Iceland in search of Eric's party. Biarni was hoping to join his father who was with Eric, but he was blown off course and found himself in an unknown land, from where he eventually reached Greenland.In the year 1002, when Eric the Red's son Leif was planning a trip further west, Biarni was the man with whom Leif discussed his plans. Leif followed Biarni's directions and sailed to what is believed to be the coast of present-day Canada. He then sailed further south to an island which is now known as Newfoundland. We know about Eric the Red and Leif's deeds through stories which were written down centuries later in Norway and Iceland. They are the first records we have of Europeans sailing to the Americas.U7 L33 The Sea WorldUNDER WATER WORLDThe Best place to See Sea CreaturesPolar WorldWe have polar bears and a real iceberg too! You can only see a small part of it above the water. It's three times as big underwater. Watch the acrobatic seals at feeding time. Meet our less energetic but more friendly penguins. You'll love them!Ocean FloorSee some of the most beautiful coral and the most unusual fish in the world. Watch some fish “flying” through the water. They are less colourful than some other fish but they move beautifully.Sea TheatreSee our intelligent dolphins.There are fantastic shows every two hours.Discovery PoolEspecially for younger children. They can touch crabs and other smaller creatures. They can be educated about daily life on the beach in this exciting area.Virtual Reality VoyageOur most up-to-date attraction. Come with us on a “virtual reality” trip to theocean floor and see some of the strangest fish in the world.• Noisiest Fish. Some fish c an produce sounds almost twice as loud as your speaking voice! You certainly won't find a noisier fish.• Prettiest Fish. Some fish attract other fish with a light on their body – and then eat them!They have a huge mouth and can eat fish as big as themselves.Watch out!• Tiniest Fish. Look carefully for the tiniest fish in the world. It is not as big as a fly in your house!• Swim with dolphins and face an attack by the most dangerous creature in the sea – the great white shark!U7 L44 Sea StoriesIt may seem strange, but at that moment, when we were on the edge of the whirlpool, I felt calmer than when we were moving towards it. We went round and round, nearer and nearer to the horrible edge of the whirlpool. Suddenly, we went over the edge. I thought my life was over. But moment after moment passed, and I was still safe. The boat was on the inside of the huge whirlpool and we were going round in circles at great speed.I saw clearly that there were other objects in the whirlpool – trees and barrels. I noticed that the heavier objects went down more quickly than the smaller, lighter ones. So I tied myself to a barrel to help me float. I tried to make my brother understand, but he was terrified and stayed in the heavy boat. Without waiting, I dived into the sea to try and escape.About three years ago, something terrible happened to me. Those six hours of terror have broken my body and soul. You think I am a very old man – but I am not. It took less than a single day to change my hair from black to white. One day, my two brothers and I were coming back from the islands, our boat full of fish. All at once, the sky was covered with dark clouds and in less than a minute we were in a terrible storm. An enormous wave covered our boat and my younger brother fell into the sea. Our boat survived, and I was trying to recover when my elder brother put his mouth close to my ear, and screamed out the terrifying word “Whirlpool!” With the wind and waves we were going in the direction of the whirlpool, and nothing could save us!As you can see, I did escape. I will bring my story quickly to a conclusion. Some time after I left the boat, with my brother in it, it sank into the bottom of the whirlpool. Soon afterwards, the whirlpool became less violent. Then the sky was clear, the wind calmer and the moon was shining. I was still tied to the barrel and the waves soon carried me to an area where the other fishermen were. In the end, a boat picked me up. I was very tired. The fishermen were my old friends, but they were unable to recognize me. When I told them my story, they did not believe it. Now I have told you, and I cannot expect you to believe me more than the fishermen did.U8 L11 Adventure HolidaysJust imagine. You are walking along a mountain path in the Himalayas. You are feeling tired. You are thinking about how far there is to go. Then, suddenly you are there! And the amazing Mount Qomolangma is on the horizon. It looks great. A few minutes later, you arrive at the camp. The food cooking on the fire smells great and while you are having a hot cup of tea, you relax and watch the sun go down. At dinner, the food tastes fantastic. You talk with other people in the group about everything you have seen and done during your day's hiking. If you are looking for experiences like this, Adventure 2000 is the organization for you.A lot of hiking holidays sound exciting, but the reality is often very different. Hiking trips can be uncomfortable and even dangerous. However, at Adventure 2000 we feel that we understand the needs of hikers. All our guides have several years of experience in leading hiking trips in the Himalayas. They know all the best routes and best places to camp. We also realize that hiking can be hard work and believe that hikers need all our help. As well as the group guide, all teams have cooks and porters. While on a hiking trip, our cooks prepare delicious meals. And our porters carry your luggage, which means that you can simply enjoy the experience.At Adventure 2000 we also think that good travel arrangements are important. We organize all the flights for you: from London to Beijing, from Beijing to Lhasa and bus travel in Tibet.Accommodation is in comfortable hotels in Beijing and Lhasa, hostels on the hiking trip, and one-ortwo-person tents for camping.There are also special offers for people who don't want to go straight home afterwards. If you like history, there is a trip to Western China. For people who prefer to spend some time on the coast, we can organize yourtravel and accommodation too. This is a Class A hike — you have to be fit. There are walks of 6–8 hours most days, with a maximum altitude of 5,545 metres. Class B and C hikes are easier, so you don't need to be so fit.The hike costs £2,500 including all flights and accommodation. Maximum group size is 15 people. Hikes are between October and May.U8 L33 Marco PoloMarco Polo and His TravelsMarco Polo was born in Italy in 1254. When he was 17 years old, he travelled across Europe and Asia with his father, who wanted to do trade with the Chinese. Eventually, they arrived in Beijing. At that time, China was ruled by the Yuan Dynasty Emperor, Kublai Khan.Kublai Khan welcomed Marco and his father. He was very happy to meet two foreigners and wanted to learn all about Europe. Marco and his father were guests at the Emperor's Palace. Although Marco was young, he was very clever and could already speak four languages. The Emperor was impressed by him and they became friends. He asked Marco to serve in his court and sent him to do many important tasks across the country.Marco, in turn, was amazed by how beautiful and powerful China was. He was very impressed by Beijing and the Emperor's Palace, especially the Summer Palace which he described as “The greatest palace that everwas ... The walls were covered in gold and silver and the Hall was so large it could easily seat 6,000 people for dinner.”There were inventions and developments in China which were not availablein Europe at that time. Marco was surprised to see Chinese people using paper money in the markets. In Europe, people paid for goods with gold or silver. He could not understand how people could pay for food and valuable things with paper! He was also confused by the black stones people used to burn for fuel. The black stones were coal, but Marco had never seen coal before!In 1291, after 17 years of service to the Emperor, Marco returned to Italy. He was now a very wealthy man. Not long after his return, a local war broke out near his town. During the war, Marco was the captain of a warship but was caught by the enemy and put into prison. However, Marco was lucky enough to meet another prisoner who enjoyed listening to his stories about China. The prisoner was an author and he took dictation while Marco told all his stories to him. The prisoner then wrote the stories in a book called The Description of the World, which became one of the best-selling books in Europe.Although people enjoyed reading his book, many of them thought that Marco's stories about China were too fantastic to be true. But Marco always stood by his tales. Just before he died, aged 70, Marco was asked the question, “Was it all true?”, to which he replied, “I have only told a half of what I saw!”U8 L44 Journey to the AntarcticThe RACE to the POLEOn 1 June, 1910, Captain Scott left London to begin his journey to the Antarctic. On his way, he received a message from the Norwegian explorer Roald Amundsen:“I'm going South.” So the race to the South Pole was on! During the polar summer of 1910–1911, both teams organized food bases in preparation for their journeys the next year. Then came the total darkness of the polar winter. Scott and Amundsen waited anxiously for spring.Amundsen was the first to leave, on 15 October, 1911. He had teams of dogs pulling the sledges and all his men were on skis. Because of this, he made rapid progress. Scott left on 1 November and soon had problems. First, his two sledges broke down, and then the horses began to have serious difficulties with the snow and the cold. After a while, Scott and his men had to push the sledges themselves.Amundsen reached the Pole on 14 December and put a Norwegian flag there. Then he prepared for the return journey. Scott finally arrived at the Pole with four team members on 17 January. They were shocked whenthe y saw the Norwegian flag. Scott wrote sadly in his diary: “Well, we have now lost the goal of our ambition and must face 800 miles of hard pushing –and goodbye to most of our dreams.”The return journey was one of the worst in the history of exploration. The men were soon exhausted and were running out of food. The weather conditions were terrible. Scott started to realize their hopeless situation: “... we are very cheerful, but what each man feels in his heart I can only guess. Putting on our shoes in the morning is getting slower and slower.”However, on their way back they found time to look for rocks. They carried 20 kilos of rocks all the way with them. Later, these rocks proved that at one time in the distant past the Antarctic was covered by plants. Then, disaster soon came. Edgar Evans had a terrible disease and died after a bad fall.The next to go was Captain Oates, who was having great difficulty walking. Scott recorded his death: “He said, ‘I am just going outside and I may be some time.' We knew that poor Oates was walking to his death, but though we tried to stop him, we knew that it was the act of a brave man and an English gentleman. We all hope to meet the end with a similar spirit, and certainly the end is not far.”Scott and two of his team members carried on and got within eleven miles of one of their food bases. But then a terrible storm started and they could not leave their tent. Scott spent some of his last hours writing. He wrote a letter full of sadness to his wife Kathleen: “I could tell you lots and lots about this journey. What stories you would have for the boy … But what a price to pay.”Scott's diary also told the story of their end: “We are getting weaker and weaker and the end can't be far. It seems a pity, but I do not think I can write more.”The news of Scott's death shocked the world. He had failed to win the race to the Pole, but the extraordinary courage shown by Captain Scott and his men made them into heroes.Captain Scott and his team members reached the Pole, but with little to celebrate.U9 L11 On Your BikeReturn of the white bikes!People have been enjoying the benefits of cycling in Amsterdam for years. It is a good city for cycling because it is flat and therefore is convenient for bikes. There are also plenty of places for bicycle parking and most streets in the city centre have a bicycle path. Today some people call Amsterdam the “City of Bicycles” because of the convenience for bicycles there.In the 1960s, a group of cycling fans had an idea. They believed that it would be better for everybody if cars weren't allowed in the city centre and only bicycles were. They were hopeful that this would help to save energy, reduce pollution and provide free public transport. The group painted hundreds of bicycles white and placed them in lots of neighbourhoods around Amsterdam for people to use. Anyone was allowed to take them and use them for short journeys. Wherever someone finished a journey they would leave the bike there for someone else to use. The problem was that it didn't work – thieves took all the bicycles within weeks!However, more than thirty years later, the “white bike” is back in town – this time with a computer chip to record its every move! To take a bicycle, you have to insert a special card. The new “white bike” is not actually white but is an unusual design with bright colours. The bikes are parked at special parking places and people who want to use them have to take them to another special parking place that has enough room.There is already less traffic in central Amsterdam, because both locals and tourists have been using the white bikes. Indeed, thanks to the good ideas of lots of people, like the cycling fans in the 1960s, many people around the world have been enjoying city centre streets without cars for many years.U9 L33 Clean MachinesSolar Car RacingSolar racers have been coming to Australia for years for the World Solar Car Challenge. We interviewed Marie Logan from Brisbane.Q: Well, the first question I have for you is simple. What is a solar car?A: Solar cars are cars that use the sun's energy for power. That means they don't use petrol, gas or any other fuel, just the sunlight.Q: And why are people interested in solar cars?A: People have been worried about pollution caused by fuels like petrol and gas for a long time now. Solar cars are clean and safe, so there is a lot of interest in them.Q: You've been designing solar racing cars for a long time. When did you start?A: Well, I've been interested in cars since kindergarten. When I was at university, I started designing my car. I've designed five or six different cars so far. And I've been taking part in races for about four years.Q: How many races have you taken part in?A: Let me think. Six. We've won two of them!Q: Where do these races take place?A: Well, the one I like best crosses the whole of Australia from northwest to southeast. It's about 4,500 km long!Q: Wow! How long does that take?A: These days the fastest cars can do it in six days.Q: And what have you been doing recently?A: I've been building a new car with a team from Queensland University. We've done a lot of work on it, but we haven't finished yet.Q: And you've been writing a book about solar cars.A: Well, so far I've only written the first few chapters! I want people to have a good impression of solar cars.Q: But a lot of people think that solar cars are too slow or not very reliable. How can you persuade them of the advantages of solar cars?A: Solar cars are getting better all the time. They have reached speeds of nearly 80 k.p.h. In tests, one car we built has averaged over 40 k.p.h., even in cloudy weather.Q: You've been working hard – good luck in the race!A: Thanks a lot.U9 L44 Car CultureThe Road to Destruction“This morning it took me forty minutes to get to work. More road construction works on the A10!” “Oh really? It took me over an hour. There was an accident on the M11.”“You're both lucky. It took me two hours! You don't have to use the M25.”How often have you heard these conversations? How often do we get stuck in traffic jams? How often do we arrive at work or school stressed out, tired and angry? For many people in Britain, the answer is every day. But anger and stress are nothing compared to the real costs of the motor car. Here are some figures: • In the last ten years, the number of cars on the roads in Britain has gone up by 30%.• There are now 25 million cars in this country.• Over three thousand people die every year in road accidents in Britain.• In London, car engines produce 99% of all carbon monoxide in the atmosphere.• Twenty-five thousand deaths per year are caused by air pollution.• Some types of cancer are related to traffic pollution.• Traffic is one of the major causes of global warming and climate change. The averag e global temperature is about 0.5 degrees centigrade higher than it was 100 years ago.We know that cars are bad for us. So why do we carry on using our cars so much? We all make excuses: “The buses are terrible.” “The trains are always late!” “I haven't got time to walk.”I'm talking about myself, too. I admit: I'm addicted to my car. When I asked Jenny Trowe of Greenpeace for advice about how to give up, she told me six things:1 Use your legs. Over 25% of car journeys are under two miles – short journeys we could easily walk or cycle. Leg power can save you money, keep you fit and help you live longer. And regular exercise cuts the risk of heart disease by 50%!2 Use public transport. On average, about forty people travel in one bus, while the same number occupy thirty-three cars. Sometimes it can take a little bit longer, but so what? You can relax on the bus or train, read a book, talk to someone, meet the love of your life – who knows?3 Think before you go. Do you really have to go to that shopping centre on the other side of town? What about the shops around the corner? Before you get into your car, think about whether you really need to make that journey.4 Share cars. If you've really got to use a car, share journeys with someone else. It is much cheaper and kinder to the environment.5 Don't believe advertisements! Nearly a quarter of all the advertisements on TV are about cars. You see an attractive man or woman driving a fast car through beautiful countryside. It's not true! That new car won't make you more attractive. And you won't be driving on an empty country road. You'll be stuck in a traffic jam in a city or on a highway!6 Take action somehow! We often think there is nothing we can do about the noise, pollution and danger of traffic. There is. If your street's full of heavy traffic, talk to your neighbours about it. Write to the papers. Go to the city government. Ask for a speed limit. Ask for a pedestrian area. Do whichever of these things that suit you. Don't just sit around and complain!All quite simple, isn't it? Six easy ways to improve our environment. Well, I'm sorry I must finish this article. I've got to pick up my daughter from school at four o'clock. Then I've got to drive to Sainsbury's to do the shopping. After that I have to take my son to a party. And tomorrow we're driving over to see my mother. The traffic's going to be awful, but what can we do?。
北师大版高中英语选择性必修第三册课后习题 Unit 8 Literature Section Ⅲ
SectionⅢWritingWorkshop,ViewingWorkshop&ReadingClub一、单句语法填空1.Don’t take it granted before you do anything.2.There are (continue) advances in design and production.3.All parts of the tree are (poison),including the leaves.4.Were it not for science,we could not live a(comfort) life.5.I hope her (emotion)wound will heal with the passing of time.二、完成句子1.会议延至第二天继续进行。
The the meeting was delayed until the next day.2.大家很快登上了飞机。
Everyone was soon .3.我说不上我在哪里,我也无法想象。
I couldn’t say where Iwas, .4.这是我对你问题的回答。
my replies to your question.三、阅读理解World Book Day falls on April 23rd every year,but do you know that it is also Shakespeare Day?Everybody may have heard of Shakespeare,but do you know how many plays he wrote?Shakespeare’s plays have three kinds:tragedies,comedies and histories.His most famous play is the tragic story of RomeoandJuliet,which deals with two young lovers who are not allowed to marry by their parents.Other tragedies include Hamlet,Othello,and Macbeth.Shakespeare’s comedies includeMuchAdoAboutNothing,AMidsummerNight’sDream andTwelfthNight.TwelfthNight is a play about unclear identities.Two twins are shipwrecked(遭遇海难)and the sister,Viola,dresses up as her brother,Sebastian,who she thinks is dead.It’s funny,becausethe brother reappears and there’s a big love problem going on:Viola is in love with Orsino.But Orsino likes Olivia who falls in love with Sebastian.Everybody falls in love with the wrong person,but it is all made right in the end.Some of his history plays,such asAntonyandCleopatra,TheTragedyofRichardtheThird and TheLifeofHenrytheFifth,are based on the lives of real historical people.In AntonyandCleopatra,Cleopatra becomes Antony’s girlfriend and Antony becomes so crazy about her that he loses control of the army.The play ends with the death of Cleopatra and Antony.Shakespeare’s plays can be very diff icult sometimes.Some of the themes they deal with are heavy,so they almost always include a lighter subplot with characters that are not so important.They are often used in tragedies to lighten the mood of the play and to keep the audience interested in the main plot.1.Which of the following plays is best-known to people?A.TwelfthNight.B.AntonyandCleopatra.C.RomeoandJuliet.D.MuchAdoAboutNothing.2.Which is a comedy character according to the text?A.Othello.B.Sebastian.C.Antony.D.Hamlet.3.What c an we know about Shakespeare’s history plays?A.Some of them are developed from real historical people.B.There are only three famous history plays.C.They are more difficult than tragedies and comedies.D.Real historical events can be found in every history play.4.What is the purpose of the subplot in Shakespeare’s plays?A.To lead the development of the main plot.B.To help the audience understand the plays.C.To make the difficult plot of the plays simple.D.To relaake them follow the main theme.四、完形填空TheTrueStoryofTreasureIslandIt was always thought that TreasureIsland was the product of Robert Louis Stevenson’s imagination. 1 ,recent research has found the true story of this ean,had lived 2 for many years.In 1881,he returned to Scotland for a holiday.With him were his American wife Fanny and his son Lloyd.Each morning,Stevenson would take them out for a long 3 over the hills.They had been 4 this for several days before the weather suddenly took a turn for the worse.Kept indoors by the heavy rain,Lloyd felt the days dull.To keep the boy happy,Stevenson asked the boy to do some 5 .One morning,the boy came to Stevenson with a beautiful map of an island.Stevenson 6 that the boy had drawn a large cross in the middle of the island.“What’s that?” he asked.“That’s the 7 treasure,” said the boy.Stevenson suddenly 8 something of an adventure story in the boy’s 9 .While the rain was pouring,Stevenson sat down by the fire to write a story.He would make the 10 a twelve-year-old boy,just like Lloyd.But who would be the pirate?Stevenson had a good friend named Henley,who walked around with the 11 of a wooden leg.Stevenson had always wanted to 12 such a man in the story.Thus Long John Silver,the pirate with a wooden leg,was 13 .So,thanks to a 14 September in Scotland,a friend with a wooden leg,and the imagination of a twelve-year-old boy,we have one of the greatest 15 stories in the English language.1.A.However B.ThereforeC.BesidesD.Finally2.A.alone B.nee D.abroad3.A.talk B.restC.walkD.game4.A.attempting B.missingC.planningD.enjoying5.A.cleaning B.writingC.drawingD.exercising6.A.doubted B.noticedC.decidedD.recognised7.A.forgotten B.buriedC.discoveredD.uneade D.learned9.A.book B.replyC.pictureD.mind10.A.star B.heroC.writerD.child11.A.help B.problemeD.bottom12.A.praise B.produceC.includeD.accept13.A.read B.bornC.hiredD.written14.A.rainy B.sunnyC.coolD.windy15.A.news B.loveC.real-lifeD.adventure五、选词创境运用下列写作词汇,自己创设一个语境,形成一个小语段。
北师大版高中英语第三册课文朗读-literature_spot3【声音字幕同步PPT】
which by now had left my house. Henry brought news of my family. They were well and had taken in a servant
called Justine. Imagine my shock when a letter arrived
I agreed to his demand,though the idea was terrible to me.
University of Ingolstadt. A professor there inspred me to study
chemistry. This changed my life as I became obsessed
with the search for the secrer of life.
killed my brother! When I got to the house,I was horrified to
discover that Justine, who had been found near the scene of the
crime,but could say nothing.
I ran away. On one occasion,I saved a girl from
drowning in a river, but when her frined saw me he fired a gun
at me. This was the reward of kindness. I promised eternal hatred and revenge on
miserable I was.
Unit8+Lesson2+Poetry+课件高中英语北师大版(2019)选择性必修第三册
教学目标：
在本课结束时，学生能够：
• 了解诗歌的不同元素，例如意象、押韵、 文学修辞等；
• 按照结构、意义、意象、文学修辞等步 骤来鉴赏诗歌；
• 有感情的有韵律的朗读诗歌
What is your favourite poet, either in English or Chinese?
Robert Frost (罗伯特·弗罗斯特)
Words in a poem are put in a special way to make a rhythm (a regular repeated pattern of sounds).
The rhyming pattern:
a-b-a-b
A Tranquil Night Li Bai
Before my bed a frost of light. Is it hoarfrost upon the ground? Eyes raised, I see the moon so bright. Head bent, in homesickness I am drowned.
Figure out the rhythming pattern
“Stopping by Woods on a Snowy Evening”:AABA-BBCB-CCDC-DDDD
Use the words below to fill in the rhyming words. year mistake though sleep
Lesson2 poetry
文本分析
夜行的旅者在林边驻足欣赏雪景的 景象，尽管疲倦的旅人很想停留在 此处，但使命与责任迫使他决定继 续【赶Ho路w。】第两二首首诗诗中是诗《人黄在水对仙大花自》然， 诗的中描描写写中的均是蕴诗含人着华深兹刻华的斯涵见义到，的诗 一歌片中水出仙现花的的几景 组象意，象表，现如诗“森人林对、大房 自舍然、的雪热花爱、。马儿、冰湖、佩铃、旅 程【”W这h些y】十两分首普诗通歌的均词反,在应诗了里作他者们对都 具人有与隐自喻然含以义及。人与社会关系的思索。 通过学习本课的诗歌，希望学生能 够体会诗歌之美。
英语诗歌赏析-handout 3
《英语诗歌赏析》（Poetry in English: Reading and Creative Writing）Handout (3)Poems in Focus:The Ruined Maid‗O‘ Melia, my dear, this does everything crown!Who could have supposed I should meet you in Town?And whence such fair garments, such prosperi-ty?‘ –‗O didn‘t you know I‘d been ruined?‘ said she.-‗You left us in tatters, without shoes or socks,Tired of digging potatoes, and spudding up docks;And now you‘ve gay bracelets and bright feathers three!‘ –‗Yes; that‘s how we dress when we‘re ruined,‘ said she.-‗At home in the barton you said ―thee‖ and ―thou‖,And ―thik oon‖, and ―theas oon‖, and ―t‘other‖; but nowYour talking quite fits ‗ee for high compa-ny!‘ –‗Some polish is gained with one‘s ruin,‘ said she.-‗Your hands were like paws then, y our face blue and bleakBut now I‘m bewitched by your delicate cheek,And your little gloves fit as on any la-dy!‘ –‗We never do work when we‘re ruined,‘ said she.-‗You used to call home-life a hag-ridden dream,And you‘d sigh, and you‘d sock; but at pre sent you seemTo know not of megrims or melancho-ly!‘ –‗True. One‘s pretty lively when ruined,‘ said she.-‗I wish I had feathers, a fine sweeping gown,And a delicate face, and could strut about Town!‘ –‗My dear – a raw country girl, such as you be,Ca nnot quite expect that. You ain‘t ruined,‘ said she.Thomas HardyNaming of PartsToday we have naming of parts. Yesterday,We had daily cleaning. And tomorrow morning,We shall have what to do after firing. But today,Today we have naming of parts. JaponicaGlistens like coral in all of the neighboring gardens,And today we have naming of parts.This is the lower sling swivel. And thisIs the upper sling swivel, whose use you will see,When you are given your slings. And this is the piling swivel, Which in your case you have not got. The branchesHold in the gardens their silent, eloquent gestures,Which in our case we have not got.This is the safety-catch, which is always releasedWith an easy flick of the thumb. And please do not let meSee anyone using his finger. You can do it quite easyIf you have any strength in your thumb. The blossomsAre fragile and motionless, never letting anyone seeAny of them using their finger.And this you can see is the bolt. The purpose of thisIs to open the breech, as you see. We can slide itRapidly backwards and forwards: we call thisEasing the spring. And rapidly backwards and forwardsThe early bees are assaulting and fumbling the flowers:They call it easing the Spring.They call it easing the Spring: it is perfectly easyIf you have any strength in your thumb: like the bolt,And the breech, and the cocking-piece, and the point of balance, Which in our case we have not got; and the almond-blossomSilent in all of the gardens and the bees going backwards and forwards,For today we have naming of parts.Henry ReedExercises:Read Thomas Hardy‘s poem and comment on his writing style. Present your comments to the class using PPT next time.“Ah, Are You Digging on My Grave?”―Ah, are you digging on my grave,My loved one? —planting rue?‖—―No: yesterday he went to wedOne of the brightest wealth has bred.‗It cannot hurt her now,‘ he said,‗That I should not be true.‘‖―Then who is digging on my grave,My ne arest dearest kin?‖—―Ah, no: they sit and think, ‗What use!What good will planting flowers produce?No tendance of her mound can looseHer spirit from Death‘s gin.‘‖―But someone digs upon my grave?My enemy? —prodding sly?‖—―Nay: when she heard you had passed the GateThat shuts on all flesh soon or late,She thought you no more worth her hate,And cares not where you lie.‖―Then, who is digging on my grave?Say —since I have not guessed!‖—―O it is I, my mistress dear,Your little dog , who still lives near,And much I hope my movements hereHave not disturbed your rest?‖―Ah yes! You dig upon my grave...Why flashed it not to meThat one true heart was left behind!What feeling do we ever findTo equal among human kindA dog‘s fidelity!‖―Mistress, I dug upon your graveTo bury a bone, in caseI should be hungry near this spot When passing on my daily trot.I am sorry, but I quite forgotIt was your resting place.‖。
高中英语Unit8Literature单元要点回顾课件北师大版选择性必修第三册
拓展词汇 12．_u_n_c_o_n_s_ci_o_u_s_adj. 不省人事的；失去知觉的
→__c_o_n_s_ci_o_u_s__adj. 意识到的；有知觉的
→__c_o_n_s_ci_o_u_s_n_e_ss__n. 意识；知觉
知识要点
重点内容
13．_e_v_i_d_e_n_tl_y___adv. 明显地；显然
知识要点
重点内容
6．__f_ro_z_e_n_____adj. 结冰的；冷冻的，冷藏的
→__f_re_e_z_e_____vi. 结冰；僵住
→__f_re_e_z_in_g____ adj. 极冷的
拓展词汇 7．__c_o_n_ti_n_u_o_u_s_adj. 持续的，不间断的，连续的
→__c_o_n_ti_n_u_e___vi. &vt. ቤተ መጻሕፍቲ ባይዱ续
17．_t_w_i_n_k_le_____vi. 闪烁；闪耀
18．_g_l_a_n_c_e_____vi. &n. 一瞥；看一眼
知识要点
重点内容
19．_w__a_v_e______n. 海浪，波涛；风潮
20．_v_a_c_a_n_t_____adj. 空的；未被占用的
写作词汇 21．_s_i_n_k_______vt. &vi. 下沉；沉没 22．_e_a_s_e_______n. 轻易，毫不费劲
8．__ty_p_i_c_a_l____adj. 典型的，有代表性的
→__ty_p_i_c_a_ll_y___adv. 典型地；通常
知识要点
重点内容
9．__vi_o_l_e_n_t ____adj. 暴力的；猛烈的；强暴的
→__v_io_l_e_n_tl_y___adv. 暴力地；猛烈地
高中英语Unit8Literature课件北师大版选择性必修第三册
Now, 167 years after his birth on March 30, 1853, Zundert, the town of his birth, has made 2003 “The Van Gogh Year” in his honour. And the Van Gogh Museum in Amsterdam，home to the biggest collection of his masterpieces, is marking the anniversary with exhibitions throughout the year. The museum draws around 1．3 million visitors every year. Some people enjoy the art and then learn about his life. Others are interested in his life, which then helps them understand his art.
名词(n. ) fiction, poetry, drama, adventure, romance, mystery, riddle, rhyme, era, shelf, blanket, disbelief, curtain, crime, fellow, clothing 1．Tamara stared at him in ________，shaking her head. 2 ． Many things about the Great Pyramid are still a(n) ________. 【答案】1．disbelief 2．mystery
【答案】6．ease 7．scholar
高中英语新北师大版版精品教案《Literature Spot 3 Frankenstein》
课后反思：本节课作为文学作品的阅读课，旨在培养学生的阅读策略和能力。
让学生在阅读和讨论中，不断获取文本和文本背后的信息，并能将课上所学与实际生活相联系。
对于四十分钟的时长来说，本节的内容量大，同时文本的难度要高于学生的实际水平。
但是在教师的设计与引导下，在学生的全情参与下，本节课的教学内容顺利地完成了。
本节课的成功之处在于教师根据学生的学情，层层引导、逐步深入，引导学生完成友善用脑、深度阅读。
学生通过对文本的分析和推敲，得出了一系列隐藏在文本背后的情感。
这个过程培养了学生的思考、推断能力，使学生与文本到达共情。
通过具体信息来分析文章以及作者所要表达的情感。
在教学中，教师针对文学作品的特性，让学生画了思维导图，分析人物之间的关系。
这有助于学生缕清人物关系，从而更好地对文本进行分析。
教师通过精心设计，引导学生通过比拟与比照的方式来感受文章中的情感冲突，理解这种冲突带给角色的转变。
在教学方式上，根据文章体裁，采用学生自读和小组讨论方式。
作为阅读课，自读是必不可少的环节。
如果一上来就让学生进行小组讨论，那么忽略了阅读课“读〞这一要素。
学生只有先自读、先自己思考，才能跟小组同伴有据可论，才能将文本内容不断内化。
同时，小组讨论也非常重要。
对于一些较难理解或是有深度的问题，需要学生们相互交流、讨论，才能碰撞出更好的答案。
所以，笔者在设计问题和选用教学方式上也是具体问题具体分析，争取到达教学和学习的最优化。
本节课也有一些缺乏之处。
例如在小组合作上，每组人数可以再少一些。
因为个别学生与学生之间距离还是相对较远，不利于学生间的讨论交流。
同时，在讨论后团队展示各自问题时，教师由于时间限制，没有顾全每一个小组，尤其是最后一个问题的升华，假设时间允许，应该再多叫几个小组的同学进行讨论成果展示。
同时升华局部有点儿过于拔高，学生无法上升到AI〔人工智能〕的高度，因为在之前的英语学习当中并未接触到相关话题，同时AI对于初三的学生来说，表达出来难度较大，导致最后只有一个组的一位同学说出了人工智能这一答案。
高中英语新北师大版版精品教案《北师大版高中英语必修3 Literature Spot 3 Frankenstein》2
Teaching PlanModule 3 Literature Spot 3 FrankensteinFor Class 18, Grade 1泉州五中王碧燕April 11th, 2021Ⅰ.Teaching objectives:After the class, students will be able to:• appreciate a story by analyzing 4 basic factors: background, plots, characters and themes.• analyze the characters and the themes of a story from different perspectives.• practice stating opinions logically and clearly.•further understand that humans should be responsible while promoting technology.Ⅰ.Teaching important and difficult points:Students will be able to:1.find underlying implications of the story.2.analyze problems from different perspectives by working collaboratively.3.express their opinions logically according to what they’ve learned.Ⅰ.Teaching aids:Multi-media computure; Software; PowerPointⅠ.Teaching methods:Task-based language teaching methodCommunicative teachingCooperative teaching method and collaborative writingV.Teaching procedures:Step 1: Warm-up (IW, 3min’)play a trailer of the old movie Frankenstein to lead in, which helps to create a lively atmosphere, arouse the the students’ interest, as well as bring back their memory of the story in the first place. Bytheir understanding of the background and theme of the fiction.Task 1. play the movie trailer.Task 2. Answer 2 questions related to the video.Step 2: Review (IW, 3min’)Present students’ mind maps drawn before and invite a student to retell the story so as to review the main plots. After that, use a diagram to present the relations between characters because it is exactly the contradictions that showcase the theme of the story.Step 3: Analyse the characters (GW, 2021n’)It’s important to look at things from different perspectives, taking into account all factors, but it’s easier said than done. Therefore, to put us in others’ shoes, we may find it easier when doing some imaginations combined with the effect of multi-media technology, like videos and performances.Task 1. Imagine and think about the question:(Q: In the end, the monster jumped into the ice to commit suicide because of guilt. If you were the captain, would you save him or not and why? ) (5min’)Task 2. Two students act out a dialogue of the story to provide more background information and further lead to the discussion and analysis of the two characters, with students divided into two groups.Some key lines of the performance:M: As I killed him, I saw your face. You gave me all these emotions, but you didn’t tell me how to use them. Now two people are dead because of us.V: There’s something in my heart which I do not understand.M: What about my soul? Do I have one? ...There are many things in me... Did you ever consider the consequences of your actions? ...Who am I?V: You? I don’t know.M: And you, you think I’m evil.V: What should I do?(M=the monster; V=Victor)(The two characters are actually confused about their identifications and existence, so consider the following questions: What type of person do you think Victor is? Is he all good and pitiful? What type of monster do you think the monster is? Is he all bad and horrible?)Task 3: After the discussion, lead students to come to the conclusion: Human nature is complex, but whatever you do, be responsible and open-minded.)Step 4: Inspiration (GW, 15min’)Task 1. Introduce some examples of AI to lead in the topic.Task 2. Students discuss and share the benefits and dangers of AI according to their previous research on the Internet.Task 3. Based on the previous findings,students discuss over two questions.Q1: Will AI rule the world one day?Q2: In modern society, how should human beings develop new technologies like AI?)(Conclusion: AI is a double-edged sword, so human beings should think about the consequences before taking actions, and be responsible while promoting it and.)Step 5: Summary and homework (4min’)The teacher summarizes the whole lesson and assign homework.VI Homework1.Write a short passage of around 100 words to state your opinions on AI according to the story and the discussion.2.Finish reading the extended reading material Benefits and dangers of AI; Finish reading the novel Frankenstein before the end of the semester.VII Blackboard design。
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Handout for Literature Spot 3
Frankenstein
Ex. 1 Listen and read the text carefully and do True or False exercises.
（ ）1. Frankenstein was very interested in science.
（ ）2. Frankenstein was pleased with his creation.
（ ）3. Justine was accused of murdering William and was hanged.
（ ）4. The monster hated people as soon as he was created.
（ ）5. Frankenstein created the female monster but destroyed her at last.
（ ）6. The police accused Frankenstein of murdering Henry.
（ ）7. The monster killed Frankenstein ’s wife and escaped.
（ ）8. In the end, the ship ’s captain killed the monster.
Ex. 3 The story is told by three people, that is, there are three narrators （叙述者）. Order the five parts of the story .
Monster Ernest & William The Relations between Victor Frankenstein and other characters Victor Frankenstein Henry Clerval Justine Elizabeth Captain Walton
Ex. 4 Answer these questions:
Q1: Why did Frankenstein create the monster?
Q2: What did Frankenstein do to the monster?
Q3: Why and how did the monster destroy Fra nkenstein’s life?
Ex. 5 Describe Frankenstein and the monster
Frankenstein was very interested in science and he d___________ of creating new life. He
s ___________（奋斗）to realize his dream, working day and night for two years and used parts of bodies to create the monster. However, the monster killed the people closest to him and d___________ his life.
As for the monster, he was a___________ the moment he was created. He had to w_________（流浪）from place to place aimlessly. At first he showed kindness to people, but was treated badly. So he decided to r___________（报复）his creator Frankenstein.
1.Describe Frankenstein, using at least three adjectives. Give your supporting evidence.
2.Describe the monster, using at least three adjectives. Give your supporting evidence.
Ex.6 Creative writing
1.以“Frankenstein in my eyes（我眼中的弗兰肯斯坦）”为题，用英语创意表达，并设计插图
2.以“The monster in my eyes（我眼中的怪物）”为题，用英语创意表达，并设计插图Ex.7 Extending reading:《弗兰肯斯坦》书虫版、《弗兰肯斯坦》典范英语版。