江苏省前黄高级中学《英语文学名著节选赏析与导读》Unit-2-The说课材料
高级英语教案：文学名著导读与讲解
高级英语教案：文学名著导读与讲解简介本教案旨在帮助学生更好地理解和欣赏经典的文学名著，提高他们的英语阅读能力和文化素养。
通过精心设计的导读和讲解活动，学生将深入了解文学作品的主题、情节、人物以及背后的历史和文化背景。
教案目标•帮助学生掌握重要的英语词汇、短语和表达方式；•提升学生对于文学作品中主题、情节和人物发展的理解能力；•培养学生对于不同文化背景下的文学作品的欣赏与批评能力；•激发学生对于阅读经典文学作品的兴趣与热情。
教案内容单元1：《傲慢与偏见》（Pride and Prejudice）导读部分：1.介绍作者简历及该作品背景；2.解释主要人物以及他们之间复杂而引人注目的关系；3.引导学生思考小说中所涉及到的社会问题和道德观念。
讲解部分：1.分析小说中的主题和情节发展；2.解读关键场景和对话，以帮助学生理解作者的意图；3.讨论小说中的文化与历史背景，对其写作背景进行深入了解。
单元2：《1984》导读部分：1.介绍乔治·奥威尔并探讨他的观点和价值观；2.梳理小说中的重要角色，描述他们的性格特点及情节发展。
3.引导学生思考小说中所反映的政治恐怖主义和权力滥用等问题。
讲解部分：1.分析小说呈现出来的社会、政治和心理面貌；2.解读作者运用技巧（如语言运用、象征手法等）达到表达意图的目的；3.探究小说中所传达出来的警示和批判精神，并与当代社会联系起来。
单元3：《了不起的盖茨比》（The Great Gatsby）导读部分：1.简要介绍斯科特·菲茨杰拉德以及作品背后的历史背景；2.描述主要人物及其对故事发展的影响；3.引导学生思考小说中所折射出的社会阶层和道德问题。
讲解部分：1.分析小说中的主题和象征意义；2.解读作者所刻画的角色形象、情节发展，并分析其含义；3.探讨小说中对于追求美国梦和现实世界之间冲突的思考。
教案评估为了评估学生的学习成果，教师可以使用以下方式进行评估：- 课堂互动讨论，检验学生对于文学作品的理解程度； - 学生书面作业，包括结构化问题、评论性文章等形式； - 小组或个人项目，鼓励学生通过演讲或展示方式分享他们对于文学作品的独特观点。
高中英语课程《文学作品赏析》优质课公开课教案
高中英语课程《文学作品赏析》优质课公开课教案一、教学目标1. 通过本课的研究，学生将能够深入了解文学作品的内涵与艺术特点。
2. 培养学生的文学鉴赏能力，提高其阅读理解和表达能力。
3. 激发学生对文学的兴趣，培养其独立思考和创造力。
二、教学重点1. 能够准确理解文学作品的主题和情感表达。
2. 能够运用文学元素进行作品分析与评价。
3. 能够运用适当的语言表达对文学作品的理解和感受。
三、教学内容与安排1. 导入（5分钟）- 引入本课的主题，激发学生对文学作品的兴趣。
2. 正文（40分钟）- 第一部分：学生阅读一篇短篇小说，并提前准备问题，学生通过小组合作方式讨论并回答问题。
- 第二部分：教师讲解文学作品的主题和情感表达，并指导学生进行深入分析。
- 第三部分：学生展示自己对该文学作品的理解和评价，互相交流和借鉴。
3. 练与巩固（15分钟）- 学生完成一些练题，巩固对文学作品的理解和分析能力。
4. 结束（5分钟）- 引导学生进行总结，并激发学生对文学的进一步探索。
四、教学评价与反馈1. 教师通过观察学生的讨论和展示过程，评价学生对文学作品的理解和表达能力。
2. 学生根据教师提供的评价和反馈，反思自己的不足并进行改进。
五、教学资源1. 文学作品赏析教材。
2. 学生讨论和展示的材料准备。
3. 练题和评价反馈表。
六、教学拓展1. 鼓励学生参加文学作品的写作比赛或创意作品展示活动，培养学生的创造力与表达能力。
2. 组织学生参观文学展览或文学讲座，增加学生对文学的体验和了解。
以上就是本次高中英语课程《文学作品赏析》优质课公开课教案的内容和安排。
希望能够对您的教学工作有所帮助！。
江苏前黄高级中学初中英语七年级上册Starter Unit 2经典练习卷(课后培优)
考试范围：xxx；满分：***分；考试时间：100分钟；命题人：xxx 学校：__________ 姓名：__________ 班级：__________ 考号：__________一、选择题1．-- How do you know Jack’s father is a pilot?-- I once read __________ article about him.A．a B．an C．the2．—______ are you, Helen? —I’m OK, thanks.A．How B．how C．What3．你想知道这个是什么？你应当问________A．Hi，what's this?B．Hello, what's your name?C．Nice to meet you.4．选择与其他三项音素不同的一项。
A．B B．CC．D D．A5．选择与其他三项音素不同的一项。
A．O B．AC．K D．H6．What's this _______ EnglishA．in B．for C．on7．—Colin, what's this in English?—__________.A．It's pen B．It's a pen C．This is a pen 8．—The jacket is nice (好看的).—_______.A．Thank you B．GoodC．OK D．Black9．－_____that in English?－It's a key.A．Is B．What C．What's D．what's 10．-What's this in Engish?－________.A．It's a bookB．It's redC．This is threeD．It's sunny11．That's a pen ______ English.A．at B．to C．of D．in12．Ｗhat’s this in _____ English?A．an B．a C．/13．—What's this _______English?—It’s a rulerA．from B．/ C．to D．in 14．—Molly, I will have a school trip next Saturday.—Great! ________!A．You're welcome B．Thanks a lot C．The same to you D．Have a good time 15．Hello, Mr. White! _______ my father.A．It is B．This is C．This D．That16．下列字母组合中, 其含义为“千克;公斤”的是: ____________A．kg B．km C．NBA D．P17．This is a pen, and that is ____________ apple.A．a B．an C．the D．/18．下列字母书写格式错误的是__________。
Unit 2 Reading-Come and Eat Here说课稿
Unit 2 Reading-Come and Eat Here说课稿尊敬的各位评委老师：大家好！今天我说课的内容是高中英语教材中的 Unit 2 Reading Come and Eat Here 这一部分。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析1、教材地位和作用“Come and Eat Here”是本单元的阅读文本，主题围绕饮食与健康展开。
这篇文章不仅有助于学生提高英语阅读能力，还能引导他们关注饮食文化和健康生活方式，具有较强的教育意义和现实价值。
2、文本内容文章讲述了两家餐厅的不同特点和经营理念。
一家是王鹏经营的传统中餐厅，提供美味但高脂肪的食物；另一家是永慧经营的新餐厅，主打健康、低脂肪的菜品。
两家餐厅在竞争中相互学习，最终共同合作，实现了优势互补。
3、教材处理在教学过程中，我将对文本进行适当的整合和拓展，引导学生深入理解文本的内涵，培养他们的批判性思维和语言运用能力。
二、学情分析我所教授的学生是高一年级的学生，他们已经具备了一定的英语基础知识和阅读能力，但在词汇量、语法掌握和阅读技巧方面还存在不足。
同时，他们对于饮食与健康的话题比较感兴趣，但缺乏系统的思考和表达。
三、教学目标1、知识目标（1）学生能够理解并掌握文中的重点词汇和短语，如：balance, diet, offer, combine 等。
（2）学生能够理解文章的主旨大意和细节内容。
2、能力目标（1）培养学生的阅读技巧，如略读、寻读、推理判断等。
（2）提高学生的语言表达能力，能够用英语描述餐厅的特点和饮食理念。
3、情感目标（1）引导学生树立正确的饮食观念，关注健康生活。
（2）培养学生的合作意识和竞争意识。
四、教学重难点1、教学重点（1）理解文章的主要内容和细节信息。
（2）掌握文中的重点词汇和短语的用法。
2、教学难点（1）培养学生的批判性思维，对文中的饮食观念进行分析和评价。
江苏省前黄高级中学牛津英语模块七Unit2 reading课件 共28张 精品
First, he was unable to find a procedure to make penicillin pure enough to work as a medicine. Second, it was difficult to produce penicillin in the ample quantities needed to be effective.
m_a_n_a_g_e_d_to make and test the new drug. In 1945, They _sh_a_r_e_d_ the Nobel Prize.
1. Any medicines has side effects
2. It is vital that we should keep healthy
F2.Alexander Fleming mwaasnaugneadblteotmo ake the
medical pure to be a medicine. Howard Florey and Ernst Chain
Read the article, and judge the following true or false:
T3. Due to the widespread use of penicillin ,many
lives were saved during World War Two.
20th
F4. Penicillin became the greatest drug of the
19th century, saving millions of lives.
5.reduce the risk of some cancers
高中英语教案：文学名著赏析与写作
高中英语教案：文学名著赏析与写作一、引言本教案是为高中英语课程设计的一套教学计划，旨在帮助学生更好地理解和欣赏经典文学名著，并通过分析与写作的方式提升学生的语言表达能力。
本教案内容丰富、系统，涵盖了多个文学名著，并结合各种教学活动来促进学生对文学作品的深入理解。
二、教案目标•帮助学生熟悉并理解不同题材和类型的文学名著；•培养学生对文学作品进行深入分析和赏析的能力；•提高学生运用英语书写和口头表达的技巧；•激发学生对阅读和写作的兴趣。
三、教案内容1. 文学名著选取根据课程要求，我们选择了若干经典文学名著，包括《傲慢与偏见》、《哈利·波特与魔法石》、《1984》等。
每部作品都有其独特之处，在教案中会进行逐一介绍并提供相关的教学资源。
2. 文学名著赏析通过阅读原文和相关资料，引导学生对文学名著进行深入赏析。
可以采用小组讨论、角色扮演、书面分析等方式来帮助学生理解和解读作品中的情节、人物形象以及主题思想。
3. 阅读与写作交织结合文学名著的阅读，设计相关的写作任务，如书评、观后感、创作延伸故事等。
这样的综合活动既可以巩固学生对作品的理解，同时也锻炼了他们的英语写作能力。
4. 精读与泛读结合除了深入阅读少数精选章节或篇章外，还鼓励学生进行泛读，即阅读其他同类型或同题材的文学名著。
通过比较和对比不同作品之间的异同，让学生更全面地认识和掌握文学经典。
四、教案实施1. 教材准备根据所选取的每部文学名著，准备相应的教材资源，包括原版小说或摘录、教师解读及指导材料、学生练习与作业等。
这些资源旨在给予学生全方位的学习支持。
2. 教学活动安排结合每个文学名著，设定一系列教学活动，如导读讲解、小组合作研读、角色扮演、写作训练和对话交流等。
通过多种形式的教学活动，帮助学生从不同角度深入理解和欣赏文学名著。
3. 评估与反馈设置适当的考核方式和标准，对学生进行阶段性或整体性的评估。
同时提供个性化的反馈和建议，激励他们在文学赏析和写作方面取得进步。
最新高中英语必修二unit2阅读部分英文版说课稿(详稿)
Book2 Unit2说课稿师范英语二班闫丽莹201334010225Good morning everyone. It’s my honor to share my lesson with you. My teaching material is from New Senior English for Chinese Student Book2 Unit2, the title is “ An Interview”, the reading part.part1: Teaching Material1.The analysis of teaching material and students.This reading is an interview between Li Yan，a volunteer from 2008 Olympic games and Pausanias, a Greek writer about 2000 years ago, so it may introduce the differences between ancient and modern Olympic games, in this reading, students can learn more Olympic games and reading skills, especially the skimming reading and careful reading. Because our students are all senior one, the words they learned are not enough and ability of spoken English is a little poor, so lead students to be interested in English learning is seems more important. Because this topic is related to our life, 2016 Olympic game will host in Rio soon, so I think it is helpful to raise their learning interests and increase the quantity of reading. Recently the Ministry of Education promulgates the 20 books of high school students, half of them are foreign books. So we can see, it is more and more important to learn English and do English reading.2. Teaching Aims.The teaching aims of this period include 5 aspects: knowledge, skill, cultural, emotional attitude and learning strategy.The first one: about knowledge students are able to know, understand and use new words and phrases, for example: Greek, volunteer, take part in, and practice new sentence pattern: What would like to know? I’d like to know…The second one: about skill, students will read this article twice and think, learn together in order to strengthen language awareness, accumulate language experience, improve reading skill (skimming and careful reading) even to conclude and summarize.T he third one: about culture, students can master the origin and development of the Olympics.The fourth one: emotional attitude, students are able to know more about Olympic, experience Olympic spirit: Never abandon and never give up. Lead students to concerned about and take part in it.The fifth one:learning strategies, students are able to develop self-learning in reading part to gain and deal with language information and form students’ questing habit to improve their ability of finding, analyzing and solving problems.3. Important Points.Help students to learn vocabulary, phrase and important sentence structure well, help students get the reading skills and know how to use it and know how to understand article detail.4. Difficult Points.Students have to know something about Olympic and competitive sports before the class. Students will practice the dialogue with partner, talk about Olympic use the knowledge we learned in this class.5. Teaching Methods.There are two kinds of teaching methods: Task-based language teaching method and heuristic teaching method. I will introduce them in details in next part.Part 2 Teaching Methods.About teaching methods:In this period, I am going to use two kinds of teaching methods. One is task-based language teaching method: firstly, students will be asked to read two questions before we start the first reading then start reading and find the answers. This teaching method helps students to find out the answer quickly and effectively. Another one is heuristic teaching method, in careful reading part, according to the differences between modern and ancient Olympic Games, lead students to find out the similarities. In homework part, teacher will ask students to take a role-playing task: if you are a volunteer in 2016 Rio Olympic Games, what would you want to prepare for it? This teaching method helps students to know how to infer other things from one fact. It’s a really good learning method, students will find more knowledge and interests by themself. Part 3.learning methodAbout learning method:There are two kinds of learning methods: autonomic learning method and cooperative learning method. In the first reading and practice part (find out the reasons why or why not we host the Olympic games)students asked to finished the task by themselves so they have to learn, think, analyze and sum up problems. Another is cooperative learning method, for example, in second reading part: students are asked to learn together to find out the differences between ancient and modern Olympic games. In practice part, students will have dialogue with partners to talk about Olympic Games. It is helpful for students to form the spirit of cooperation and team work. Teacher will listen to students carefully when they discuss in group and instruct them when they have some problems.Part 4 Teaching procedureStep1.Revision (1 minute)In this step, I will extend to students and introduce myself, students will also extend their greeting to me. This part is to remind everyone it is time for class.Step2.Lead-in (5minutes)At first, i will show you a song: 《北京欢迎你》together. Lead students to think about 2008 Beijing Olympic Games. Then students will tell us more about Olympic Games that they know about modern Olympic Games. For example, five rings flag. I will show five colors means with different colors, and how many gold medal we got since 1896 Greece Olympic Games to now, let students know how we get the NO1, then I will show some Olympic sports events icons, students will guess what’s meanings. After this part, students can guess the topic of the interview, and this lead-in will raise the interests of this reading.Step3. While-reading (18minutes)Now we have knew something about modern Olympic games then I will ask students to open the book turn to page to six, then I will writhe the title in the blackboard, before read passage, I will ask two questions about main idea. This action let students to read with questions, it is more effective to get the answers. It is also a good chance to practice skimming reading.After answer my questions we will turn into second reading, this time students will read carefully, after reading, and there a table about the differences between modern and ancient Olympic Games, it include host place, time, events prize and athlete. Students will discuss with partners and complete the blanks. After finish these, students can know details of this reading, it is also a good chance to practice careful-reading.Step4. Post reading/Practice (18 minutes)Now we turn into practice part. After learned the information from the passage, students should be checked whether they can use these knowledge freely.Firstly, students will be asked to finish this task like this: reasons to host the Olympic Games, and in this task students have to cooperate in group. But when students think about reasons not to host they have to think by themselves. This part is to practice their autonomic learning method and cooperative learning method.After that, students will have an interview between their partners and talk about Olympic games with the knowledge we learn in this reading. And two of students will Show us their dialogue. This part is most difficult for them to finish. But it can practice students’ communicative skill and s poken English.At last I will show some true or false questions to check out if there is some knowledge lost.Step5. Emotional Education (3 minutes)At first I will ask students a question: what about your feelings now. This radio is Liu Xiang won the champion of men’s 110 meter hurdles in Athens Olympic Games. Students will feel the Olympic spirit: never abandon, never give up!Step6. Homework (2 minutes)If you are a volunteer in 2016Rio Olympic Games, what do you want to prepare for it? Discuss with partner and tell us next time. This part helps take a Olympic pole-playing thinking, practice their creative mode of thinking.Thanks for your listening!Unit 2An InterviewPausanias Ancient Olympic differencesAn interviewLi Yan Modern Olympic similarities。
高中英语二unit2阅读部分英文版.说课稿
高中英语二unit2阅读部分英文版Part 1 The analysis of teaching material and studentsPart 2 Teaching methods and studying activitiesPart 3 Teaching proceduresPart 4 Blackboard designPart 1 Analysis of Teaching Material And StudentsAspect 1 Analysis of teaching materialThe passage mainly tells us some health benefits of laughing by listi ng some examples and presenting results of some researches. After learni ng the passage, students know to keep healthy, people need to laugh ever y day. People should keep positive even if life is full of stress and troub le.The passage is not long with some new words. And the topic i s related to students’daily life. Therefore, it is easy for students to und erstand it. It’s indeed a good article for students to further think about why more and more people study laughing and why more and more peo ple practice laughing.Aspect 2 Analysis of studentsHardworking, eager for knowledge, but too shy to convey themselves in English.Have basic reading skills, but need more practice.Aspect 3 Teaching Objectives1. Help students understand the new words related to medicine:immune system, allergy attack, stress hormones, relieve pain, anti body etc.2. Drill students to summarize the main idea gather and process info rmation in intensive reading.objectives )3. Guide students to critically think about the advice and further thin k about how to keep a positive attitude even in bad situation.Aspect 4 Key and difficult points of this class:Key point: Drill students’reading techniques to understand the pass age.Difficult point: Guide students to think deeply and critically.Part 2 Teaching Methods And Learning ActivitiesTeaching methods：1. Communicative Approach(交际教学法)2. Task-based Language Teaching (任务教学法)3. Problem-based Language Teaching (问题引导法)Learning activities :Learning and understanding activities(学习明白得类活动)Application and Practice activities(应用实践类活动)Transference and innovation activities(迁移创新类活动)Step 1 Step 2 Lead inT shows old sayings:“Just one laugh makes the person ten years younger.”“Laughter is the best medicine.”Ss answer the questions:Do you agree with these sayings?Do people exaggerate the function of laughter?Do you often laugh?What make you laugh usually?Laughing Your Way to HealthBrain StormSs communicate in groups about what benefits laugh bringto us:T presents the answers in complete sentences:(Laugh can help us forget worries and anxieties so that wecan keep a good mood.Laugh can help us get along well with others so we canmake more friends.Laugh can help us take a positive attitude towards life sothat we can live longer.)①Introduce the topic②Guide students todoubt the old sayings.①Activate students'storage of knowledge.②Stimulate students’former knowledge.While-readingStep 3 Step4 1st reading for general ideaSs read the title, the first and last sentence of eachparagraph for the general idea.A.What people should laugh about.B.Research on laughing.ughing is a good way to help people stay healthy.D.People should have a sense of humor.2nd reading for structureStudents read the passage again and match the main ideawith each paragraph.Para. 1 Help keep a heart healthy.Para. 2 Affects mental and physical health.Para. 3 We all need to laugh.Para. 4 Help immune system.Para. 5 More people use laughter to feel better.Ss work in pairs to draw a structure map:Para1-3 Para 4 Para 5Develop the ability to getthe general idea of thepassage.①Help understand thestructure.②Lay groundworkfor obtaining andinformation.Part 4 Blackboard DesignStep 6 Step 7DiscussionSs work in groups to come up with methods to practise laughing every day.What could we do to make us laugh every day? (Key words: jokes, crosstalk, communicate, humor skills, positive, ..) Presentation(Senior 3 students and teachers are under so much pressure. Some of them are depressed or in bad mood. Some of them are suffering from illness. )Make a short speech, telling them why laugh is needed and how to practice laughing every day.T invites 2 groups to present their speeches. SummaryStudents watch a short video from TED The first one is given by Ron Gutman, titled The Power of Smile.(1’)Read the old sayinys together.“Just one laugh makes the person ten years younger.” “Laughter is the best medicine.”Cooperate with group members to think how it is that make people truly happy.①Create a new context that is closely related to their life.②Apply knowledge to making the speech.①Summarize the lesson. ②Deepen thinking the benefits of laughter and the need to take a positive attitude.Homework Write a new article on laugh and contribute it to 21th century.Apply knowledge to writing.Laughing Your Way to HealthPeople who The way to help{ {Laugh。
最新江苏高中英语Unit2《Th...
最新江苏⾼中英语Unit2《Th...Unit2《The environment》grammar-project（2012译林⽜津必修5）教师⽤⼀.知识梳理2V-ing形式⽤法归纳动词的ing形式是⾮谓语动词中的⼀种，它由动词原形加-ing 形成doing , 其否定式not doing 。
有的动词-ing形式在句中起名词作⽤，称为动名词，有的则起形容词或副词作⽤，称为现在分词。
所以在句中，动词的-ing形式可以担当除了谓语以外的任何成分，即：主语、表语、宾语（介词宾语和动词宾语）、定语、状语和宾语补⾜语（宾补）。
动词-ing形式仍具有动词的若⼲特点，所以它⼜可以有⾃⼰的宾语和状语等。
v-ing的⽤法：⼀、作主语1 Learning without practice is no good.= It’s no good learning without practice归纳：It's +no good(no use, no fun, no harm)+doing2 Being (be) happy is of great importance.3. Her being praised (praise) by the teacher made her excited.4. It’s no use arguing (argue) with him about such a boring issue.5. Making good friends makes (make) a big difference to us.6 . -------What made Ajani that sad?-------- _____B_______.A. His parents died of the same yearB. His parents’dying of the same diseaseC. His parents deathD. Not his being able to treat his parents⼆、作宾语1只跟动名词作宾语的动词：admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practice, miss, finish, keep, suggest, appreciate, resist, risk, 等I am considering spending (spend) our summer vacation in a seaside town.2 动名词作介词的宾语What about inviting Li Jun to make a speech?3 只跟动名词作宾语的动词短语：can’t help , can’t stand, give up , insist on, put off , feel like, have difficulty/ trouble (in) , havea good/ hard time (in) , be busy (in) , be worth…I can’t help wondering (wonder) if he wants Peter to be his best friend.I can’t heip to clean / clean ( clean ) the room, because I have a lot of homework todo.4 to 为介词的短语：be used to, look forward to, get down to , pay attention to , devote ...to ,stick to, object to , refer to,注意：★部分动词后接不定式或动名词时，意义差别不⼤。
仁爱英语七年级上Unit2Topic2SectionA说课稿
在新知讲授阶段，我将采用循序渐进的方法呈现知识点。首先，我会介绍方位词汇，通过展示实物或图片，让学生直观地理解每个词汇的意义。接着，我会引入特殊疑问句“Where is he/she?”的句型，通过模仿和重复练习，帮助学生掌握正确的发音和语调。然后，我会通过简单的句子构建，让学生尝试运用方位词汇和句型描述人解一般现在时的用法和动词变化规则。整个过程中，我会不断提问和引导学生思考，确保他们能够深入理解并掌握每个知识点。
三、教学方法与手段
（一）教学策略
本节课我将采用以下主要教学方法：任务型教学法、情景教学法和合作学习法。任务型教学法强调学生在完成实际任务的过程中学习语言，这有助于将语言学习与实际应用相结合，提高学生的语言运用能力。情景教学法通过模拟真实场景，让学生在特定的语境中学习词汇和句型，有助于加深学生对语言知识的理解和记忆。合作学习法鼓励学生分组合作完成任务，这不仅能够培养学生的团队协作能力，还能通过同伴互助促进知识的共享和技能的提升。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我将设计以下巩固练习和实践活动：1.小组活动：学生分组，每组选择一个场景，用所学的方位词汇和句型描述场景中的人物位置。2.角色扮演：学生模拟不同的场景，如教室、图书馆等，互相提问并回答“Where is he/she?”的问题。3.个人练习：学生独立完成练习题，包括填空、选择和改写句子等，以检验对方位词汇和句型的掌握程度。这些练习和活动旨在让学生在实际语境中运用所学知识，提高他们的语言运用能力。
（五）作业布置
课后作业的目的是巩固课堂所学知识，并培养学生的自主学习能力。我会布置以下作业：1.完成练习册中的相关练习题，包括听力、口语和书面练习。2.编写一个小对话，使用本节课学习的方位词汇和句型。3.观察并记录家人或朋友在家中的位置，用英语描述他们的位置。这样的作业设计旨在让学生在课后能够继续练习和使用英语，同时也能够将所学知识应用到实际生活中。
Module7Unit2Readingandvocabulary教案
一、教学内容
《Module 7 Unit 2 Reading and vocabulary》
本节课我们将深入学习以下内容：
1. Reading: "The Earth is our home" –理解并分析文章主旨，掌握描述地球环境的重要词汇和表达方式。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了环境保护的基本概念、重要性和应用。同时，我们也通过实践活动和小组讨论加深了对环保词汇和语法的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
五、教学反思
在今天的教学过程中，我发现学生们对环境保护这个话题非常感兴趣，这让我感到很欣慰。通过引入日常生活中的实例，他们能够更直观地理解我们所学知识的重要性。在授课过程中，我注意到了以下几点：
5.总结回顾环节，学生们对今天所学内容的掌握情况总体良好，但仍有一些疑问。我计划在课后提供一些额外的学习资源，帮助他们巩固知识点，并鼓励他们在课堂上提出问题，及时解决疑惑。
2. Vocabulary:学习并掌握与环保主题相关的词汇，如：pollution, recycle, conserve, ecosystem等。
3.情景对话：通过角色扮演活动，运用新学的词汇讨论环境保护的方法和现实生活中的应用。
4.语法点：现在进行时态在描述环境问题及解决方法中的应用。
5.阅读策略：学习如何快速定位文章信息，提高阅读效率和理解能力。
-语法难点：现在进行时态的构成和正确使用，特别是在复杂句子中的应用。
-阅读理解：理解文章中的隐含意义和作者的态度，如推断作者对某些环保行为的评价。
《高中英语课件：世界文学名著导读》
讲述了肯尼亚独立
奇玛曼达·恩戈
齐·阿迪奇的
《半夜的太阳》
刻。
总结和未来推荐
通过世界文学名著的导读，我们不仅可以拓宽视野，还能更好地理解和尊重
不同文化，对于培养文化素养至关重要。希望本课程能激发学生继续阅读和
探索世界文学的热情。
经典文学作品，让学生深入了各大洲的
独特文化。
欧洲文学
但丁的《神曲》
莎士比亚的剧作
探索地狱、炼狱和天堂，体验一场宏大的灵魂
探索莎士比亚最伟大的戏剧作品，感受戏剧的
之旅。
魅力。
塞万提斯的《堂吉诃德》
奥斯汀的《傲慢与偏见》
笑看一个热衷于骑士精神的梦游者的冒险经历。
沉浸在这个充满绅士和优雅女士的英国小镇中。
高中英语课件：世界文学
名著导读
《高中英语课件：世界文学名著导读》是一门旨在帮助学生理解和欣赏世界
文学经典作品的课程。通过本课程，学生将探索各大洲的文学巨著，深入了
解不同文化的独特魅力。
课程简介
全球重要性
课程内容
学习世界文学经典作品对于拓展学生的世
本课程将涵盖欧洲、美洲、亚洲和非洲的
界观和人文素养至关重要。
通过一位女性奴隶的故事，思考美国历史中的创伤与复仇。
亚洲文学
1
3
紫式部的《源氏物语》
2
鲁迅的《狂人日记》
领略古代日本的宫廷生活与爱情故事，
通过主人公的疯狂思想，揭示了中国早
享受优雅的文学之美。
期现代社会的困境。
泰戈尔的《吉檀迦利》
感受印度文化和精神的高峰之作。
4
川端康成的《雪国》
沉浸在日本北国的美丽风景中，感受爱
与孤独的交织。
江苏高流中学高一英语导学案《Unit2Language》period7牛津必修3
①Not all men can be masters.=___________ ___ ___.并非人人都能当头头②Not every book is educative.=______ _____ ___ 不是每本书都有教育意义⑵全部否定英语中的no, none, never, nobody, nothing, neither, no one, nowhere, no more, no long, no way等表示否定意义的词与肯定式谓语一起使用构成“全部否定”。
比较下面的句子:①All of us do not agree to the plan.②None of us agree(s) to the plan.③Everything is not ready.④Nothing is ready.4.While the students found the soldier’s idea interesting, the system was too difficult to be of practical use.(page 39 lines16—17 )(1)本句是主从复合句，while引导一个让步状语从句，意为“虽然，尽管”。
(引导让步状语从句时，while一般放于句首。
)虽然他很累了，但是他还在继续工作。
While还可以引导时间状语从句，意为“当…的时候”。
当我们正在讲话时，老师进来了。
While(2)of practical use 意为“实用的”。
一般来说，“of + 抽象名词”相当于形容词，常用作表语。
Today’s meeting will .今天的会议将很重要。
Your advice is to me.你的建议对我很有价值。
5.At the age of fifteen, he created a system with patterns of six raised dots representing each letter.(lines18—19)句中运用了“with + 宾语+ 宾语补足语”的复合结构，这种结构多用作状语，表示谓语动作发生的伴随情况、时间、原因、方式等；也可以用作定A. turn toB. turn onC. turn offD. turn over( )5.I couldn’t do my homework with the noise .A. going onB. goes onC. went onD. to go on( )6.With a lot of difficult problems ,the new president is having a hardtime.A. settledB. settlingC. to settleD. being settled( )7. She thought I was praising her child，_____，in fact，I wasscolding him for his bad behaviors at school.A. whatB. whileC. so thatD. therefore( )8. You will find this map of great ____ in helping you to get roundLondon。
最新-江苏省前黄高级中学牛津高中英语Module10 Unit2 reading课件 共25张 精品
Problems they are facing ※The biggest one: getting __m_e_d__ic_a_l_ _c_a_r_e____ as they travel and live in a new place. The lack of ___a_c_c_e_s_s_ to medical care means they have to deal with medical problems when they rejoin their family. ※Besides physical problems, they may have ps_y_c_h__o_lo_g_i_c_a_l problems as well. ※They may have no communities to return to.
Reasons
better communities pleasant low
health of older
climate cost of
care people
living
ambulance response time Bathrooms designed for old homeowners
---The movement of young adults
Interview
Suppose you are a reporter from CCTV, and you want to know where high school students are going for their dream and happiness. Make an interview with your classmates.
Becoming old in a warm place where the sun is shining
高中英语 Unit 2 Reading-Come and Eat Here说课稿 新人教版必修3
Come and Eat Here说课稿Good morning，everyone! I unit 2 book 3. I divide my speech into four parts namely my under- standing of this lesson；teaching theories, methods and aids；teaching procedures and blackboard design.I. Now let’s start with part 1. My understanding of this lesson:1. At first I’d like to introduce the analysis of the teaching material. This lesson is a reading passage. It plays a very important part in the English teaching of this unit and in the whole senior middle school English, because we should lay particular emphasis on the students’ reading ability. It focuses on the students' abilities to gather information; deal with information; solve problems and the abilities to think and express in English. By studying the lesson, the students can improve their reading ability; learn more about a balanced diet and nutrition. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The students should do some listening, speaking, reading and writing, too. Of course, the students should receive some moral education.2. Now I’ll talk about my teaching aims of this periodThe knowledge aims of this period are to enable the students to master some useful words and expressions and by the end of the lesson, the students will different reading skills are the ability aims.For motional aims I’ll stimulate the students’ sense to form a my opinion the teaching important points in this period is the second part about my teaching theories, methods and aids:Before the lesson, we should keep in mind something about students. In my class some students something about the topic, because they the previous period ---warming up and speaking. But some long sentences are difficult for them to understan d. They don’t often use English to express themselves and communicate with others. Some students are not active in the class because they are afraid of making mistakes. So during the lesson, I arrange a variety of activities to letall of them join in to attract their interest and let them be confident and taste the joy of success.When I deal with this lesson, I’ll do my best to carry out the theories of the new curriculum, such as task-based teaching and learning; cooperative learning and interactive approach; make the students the real masters in class while I, the teacher acts as director；combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.And I will adopt fast reading to get a general idea of the text and careful reading to get the detailed information; pair or group work to get every student to be active in class; question-and-answer activity teaching method and free discussion method to make the students smooth away the difficulties, and retelling to sum up the whole period.I’ll make full of modern equipment such as the multi-media and tape recorder to make the class more lively and interesting. With the the students’ ability of listening, speaking, reading and writing, especially reading ability.Step1.RevisionAs it is the second period of this unit, I’ll first check the student s’ get a student to tell the class what a offer a chance for the students to review the content in the first period.Step2.Lead-inI will lead in the topic of the unit by showing the students a short film about which a fat man and a thin man are eating different kind of diet, and they are both unhealthy. And then discuss the following questions to lead in the topic:What kind of food does each man like?Are they a rouse the students’ interest of study and bring in new subject. Step3.Prediction for readingI’ll get the students to look at the title and the pictures and guess what the text might be about .It draw the students’ attention to the contain of the text..Step4. Fast readingAsk the students to read the passage quickly and get the main idea and the structure of text. Guide the students to find out key words and sentences or pay attention to the first sentences of each paragraph to get the main idea and the structure of the text.By doing this, I will train the students for fast reading skills to improve the students’ reading ability and let the students understand the general idea of each paragraph.Step5. Intensive readingThe students are required to focus on the whole text carefully paragraph by paragraph to locate particular information and finish the exercises on the screen. These exercises are mainly sentence judgments, choices about the text. They are designed from the easiest one to the most difficult one for different levels' Ss. The purpose is to train the students for the skills of scanning and to lead the students to find out the important facts and detailed information. I’ll ask the students to finish the exercises by cooperation and competitions. They can first I'll divide the Ss into 4 groups. If a student can answer the question correctly, then get one point. And the group which gets the most points is the winner. Only through cooperation can the Ss taste the joy of success. If the Ss know their answer is right, learning English. The purpose is to improve the students’ reading comprehension. And at the same time the students can become aware of the .Step 6.Discussion:For the students to understand the passage better, I will get the students to in groups about the questions:1. What are the weakness and strength of the diet in Wang Peng’s and Yong Hui’s restaurant?2. What do you think Wang Peng will provide to win the understanding of the passage and it can get the student to imagine the end of the story. They are open-ended questions, so the student can provide various answers. By doing so, I guide the students to activate their language that they invite some group membersto report their work to the whole class to make them overcome their shyness and stimulate them to speak in public. I think the ability to use English is the most important. We spend so long studying English. We shouldn’t end it just by attending the English entrance examination to get and follow. Then ask them to read the text aloud. Tell them to pay attention to the pronunciation and intonation. At the some time, they can enjoy the beauty of the English language. And it can prepare the students for the retelling the text in the next step.Step8.Summary and retelling the textSince the students in the class are in different levels, first I will let them to fill in the blank to get an expression of the general idea of the text. And I’ll ask the students to retell the story in their own words.Step9. HomeworkAt the end of the lesson, I’ll tell the students to copy the useful phrases and sentences they like in their notebook and retell the passage and write it down in their own words.I think the ability of do-it-yourself.IV. Part 4. Blackboard designAt last, let me show you my blackboard design: The title is in the middle. Below it are the main ideas of each paragraph on the left of it are some language points mentioned in this period and on the right is the result of the competition, The Blackboard Design is to let the Ss content of this period, and it should be clear and artful.In this lesson, I lead the students understand the passage step by step, and the whole period I just act as a director, giving the students some detailed task and letting the students explore the knowledge by themselves or in teamwork. The students are very active, and I fulfill the teaching aims very well. But there are some new language points in the passage, so I will explain them for the students next period.Thank you for listeningBlackboard design:Extensive reading exercises:1,True or false1. Usually Wang Peng’s restaurant was full of people. T2. Yong Hui could make people thin in two weeks by giving them a good diet. F3. Wang Peng’s regular customers often became fat. T4. Yong Hui’s menu gave customers more emery-giving food. F5. Wang Peng’s menu gave customers more protective food. F6. Wang Peng decided to compete with Yong Hui by copying questions1. Why did Wang Pengwei go to Yong Hui’s restaurant? He wanted to___.A. know where the slim lady Yong HuiC. Yong Hui’s restaurant.A. There were only raw vegetables, meat and water.B. There were a lot of customers.C. The prices ’t give enough energy-giving food.C. The food on the menu was more delicious.D. It offered slimming food only.4. Which of the following is TRUE according to the passage?A. Wang Pengwei’s customers often became fat after eating in in 2 weeks by giving them a good diet.D. Wang Pengwei’s menu gave people food containing enough fibre.（Key：1.A 2.A 3. C 4.A）Exercise for summaryComplete the summary of the story with one word in each blank.Wang Pengwei felt 1____ in an empty restaurant because no eaters the morning. He wanted to find out why. He . Driven by 5_____, Wang Pengwei came 6____ to take a close look at the menu. He could not even 7_____ sign.（Key：1.frustrated 2.ever 3.followed d 5.curiosity 6.forward 7.believe 8.amazed 9.online 10.research 11.realized 12.tired 13.energy-giving ）。
最新2020年高一上学期英语unit2说课稿范文：Modern Heroes.doc
高一上学期英语unit2说课稿范文：Modern Heroes Good afternoon, everyone. It’s my great pleasure to be here sharing my lesson with you. The content is Senior High English Module 1 Unit 2 Modern heroes. I’ll be ready to begin this lesson from six parts, that is, analysis of the teaching material, analysis of the Students, teaching aims, teaching important and difficult points, teaching methods and teaching procedures. First of all, let me talk about the teaching material.Part 1 Analysis of the teaching material:Unit 2 is about different heroes, in which most students are interested. By studying this unit, we’ll enable the students to know how to be a hero and develop their interest in heroes. Lesson 1 plays an important part in the English teaching in this unit. If the students can learn it well, it will be helpful to make the students learn the rest of this unit. This lesson is about a national hero——Yang Liwei who is famous for the first astronaut of China, which, I think, the students are familiar with. There are many new words and expressions related to space flight appearing in the reading material, too.Part 2 Analysis of the Students:Aged 15-16 years, the students in Senior1 think actively, respond swiftly and have the courage to express their thoughts and ideas. Just entering high school and lacking in the ability of active learning, however, they haven’t formed a good habit of learning English. When it comestoreading, they haven’t master how to use extensive and intensive reading skills and the abilities of summary and induction as well. In a word, students haven’t mastered the reading strategies. On the other hand, after a certain time of training, they’ve mastered some reading skills, such as group work, using the culture and background knowledge etc.Part 3 Teaching aims:According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:Knowledge goals:●To learn some words and expressions related to space flight appearing in the reading material.Ability goals:●To improve students’basic ability of listening, speaking and reading.●To practise extensive reading in order to unders tand the main idea of each paragraph and guess the meaning of new words from the context.Emotional goals:●To motivate students’interest in space exploration of China.●To help student to learn to cooperate with each other.Now, let’s come to the Important and the Difficult points.Part 4 Teaching Important and Difficult points:The important and difficult points of this period lie in: To achieve the teaching aims better and make the student respond actively to complete the tasks. But how to? According to the analysis of the teaching material and the students’learning background, I will use the following methods.Part 5 Teaching Methods:In my opinion, the main instructional aims of learning English in the High School is to develop the students’abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use the “communicative approach” to mobilize the enthusiasm of the students to actively participate in class activities and fulfill the tasks of teaching through teacher-student interaction and group discussion.At the same time, I’ll also use “task-based approach” in my teaching, which offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome. I’ll make use of the modern electricity teaching equipment and all kinds of teaching means, which can develop the Ss creativity in learning English.Part 6 Teaching proceduresStep 1 Lead-in.Show the students a piece of video: the launch of Shenzhou VThen ask the students the following questions:Do you know who was in the spaceship?(Show the picture of Yang Liwei)What do you know about him? (Show the profile of Yang Liwei )How do you feel about him?How did you feel about China’s first manned space flight?Purpose of my design: This activity can stimulate the interest of students, which naturally leads to the topic of this period.Step 2 Fast readingAsk the students to skim the passage to complete the task. ( Show the students the exercise on the screen)Task 1: Divide the class into two groups: boys and girls. Ask them to read the article quickly and the boys circle all the words related to a spaceship’s movement while the girls circle all the words related to Yang Liwei’s movement in the spaceship.Then ask the boys to judge whether the girls’answers are right or wrong and the girls do the same.Purpose of my design: Enable students to understand the given material better using a useful reading skills. Dividing the class into two groups--boys and girls, will create a competition between the boys and girls, which, of cause , makes the studens more actively participate in the class activities.Step 3 Detailed readingTask 2: The students have got some basic understanding of thepassage after Task 1.This time show the boy students five questions to answer, requiring them to conduct a second reading and get a further understanding of the passage . At the same time ask the girl students to find out the headings of the paragraphs and match them together.Boys:1. How did Yang Liwei feel during the flight? How did he feel afterwards?2. What did Yang Liwei do during the Shenzhou V’s seventh circle of the earth?3. How many circles did the spaceship complete while Yang Liwei was sleeping?4. What were helicopters doing as Yang Liwei returned to the earth’s atmosphere?5. What did Yang Liwei do when he came out of the spaceship?Girls:Para.1 IntroductionPara.2 An exciting lift-offPara.3 During the flightPara.4 International good wishesPara.5 Astronaut lands safelyPara.6 Welcome homeThen ask the boys to judge whether the girls’answers are right orwrong and the girls do the same.Purpose of my design: The task makes students more familiar with the passage, train their reading speed and reading strategies and develop the students’capacity of induction.Step 4 Post reading(Show some sentences with pictures to students, then ask them to guess the meaning of some words or phrases. )Task 3: Ask the students to guess the meanings of some words and phrases together with some pictures. Then ask the students to complete the following exercise shown on the screen, using some words and expressions in this passage.China’s first spaceship at 9 a.m.,October 15,2003. The first Chinese ,Yang Liwei said, “When the spaceship was , I could really feel the high . When the spaceship from the rocket, I suddenly got a feeling of the sky.” During the 21-hour space , the spaceship the earth 14 times. When the space was the earth for the seventh time, Yang Liwei showed theof China and the UN, the wishes of Chinese to space peacefully. Yang landed . The spaceship was red when it came into the earth’s . The ship was shaking when it let out its . At the same time were ready to save Yang. Yang climbed out of the spaceship, smiled and to the crowds waiting for him.Purpose of my design: Present some key words and phrases appearing in the passage, and fill in the blanks to increase the students’ability of language use. Then ask the students to report the answers one by one. This task can test the students’learning effects.Step 5 Free discussionTask 4: Ask the students to Work in pairs. Imagine one is Yang Liwei and the other is a reporter from CCTV. Make up an interview between them.Example:Reporter: When did the spaceship lift off?Yang: It lifted off at 9 a.m. on October 15th, 2003.R: What did you eat in space?Y:…...Purpose of my design: Most students can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English. In fact, it is a kind of demand of human being. “Task-based” meth od is used here to develop the students’ability of communication and also their ability of co-operation will be well trained.。
江苏省前黄高级中学英语教案：unit1 Tales of the unexplained-readi
Unit1 Tales of the unexplained-Reading教案DescriptionThe article is a news story about a boy’s strange disappearance. Though a lot of efforts have been made to investigate the case, it still remains a mystery. How to read a news article is designed and presented. All the activities are involved with checking and enhancing students’ reading abilities. Students are expected to ga in an overall understanding of the article and learn to read in different ways according to the type of the article.Suggested teaching procedures●Lead-inAsk students the following questions by having them focus on the title of the article ‘Boy missing, police puzzled’.Does the title arouse your interest when you read it? Can you complete the title?From the title what information can you get? And what else do you want to know? For example:‘boy missing’ ( How / When / Where was the boy missing? )‘police puzzled’ ( For what are they puzzled? / What are the police going to do with the boy’s disappearance and how?)Are you curious about why the writer uses a non-complete sentence as a title? Do you know it’s a feature of a news title? What are the other features of a news title?Can you guess what details may be covered in the following news story?●Reading comprehension1 Before asking students to skim the passage, let them look at the news photographs first and describeas much as possible what is happening in the photograph. And then let them find answers to the questions in A.Answers 1 The article is about a missing boy / UFOs and aliens.2 Justin Foster is missing.3 No.2 Ask students to recall the question in Lead-in and ask them if they have got specific answers to “How / When / Where was the boy missing?” The teacher can guide students to pay attention to the fir st paragraph, as all the relevant information is in the first paragraph. Tell them the first paragraph givesthe main topic and most important facts. The followings ar e all covered.When and where was the boy missing?What caused the boy’s sudden disa ppearance?How old was the boy?Why do people show interest in his disappearance?3 Ask students to scan the article again and locate specific information according to C1 and C2. The firstthree questions in C1 check some background information about Justin while Questions 4 and 5 check students’ comprehension about aliens. C2 requires students to identify some details to support the main points of the story. Ask students to complete the exercises individually and check them as a class. If there are disagreements, welcome them. The teacher can ask students to distinguish between facts and opinions about Justin Foster.Answers C1 1 He lives in Do ver, New Hampshire.2 He plays basketball and basebal l.3 He has a sister.4 They were white.5 Mavis Wood has been taken.6 Sam Peterson was in charge of the case.C2Main points Supporting detailsJustin Foster went missing. Mrs Foster thought that Justin had stayed the night at a friend's house.Mr Foster was surprised that his son did not tell anyone that he was staying out late.Justin Foster did not show up at the family lunch the next day.The police found that Justin returned home. Justin’s friends said that Justin headed home after playing basketball with them.Witnesses said that they saw Justin walking towards his home at 10.45p.m..Kelly heard him put on his favourite CD.The boy was taken away by aliens. Kelly saw a large spaceship flying outside.Kelly heard Justin shout.Mavis Wood said that the aliens took her away so that they could doscientific research on her.4 Ask students to self-evaluate how well they understand and comprehend the article with the following exercise. This step is optional and the teacher can conduct it flexibly.Justin Fosterstrange object (UFO)5 Have students pay attention to the different features of each paragraph with the following activities. a Ask students to conduct a discussion about how they usually choose whether the news article isAt 8 p.m. ______________________________. At 10.45 p.m. ___________________________ At 11 p.m., ______________________________.After 11 p.m., he was heard ____________________.The next morning, he was found ___________________. its appearance shape ____________ colour_______________size ______________ its inside ___________________shape _____ connectioworth reading or not and what methods they use in their reading. The following question can be used to begin with the activity first.As is known to all, newspapers play an important part in our daily life. Whenever or wherever you are, you can be informed of the latest news by reading a newspaper. From your own experience, how do you usually select the news you’d like to read, by takin g a look at its title or by being attracted by its colourful pictures?Encourage students to express their own opinions and their reasons.b Ask students to tell the differences between the first paragraph of the article and the followingparagraphs. The teacher can begin like this:Compared with the following paragraphs, does the first paragraph serve as the most important one in the article?c Ask students to read the Reading strate gy of how to read a newspaper article. Tell students both thetitle and the first paragraph that is called the Lead play a key role in their understanding of a news article .6 Ask students to complete D and E individually. The meanings of the words in D are not difficult forthem to identify after students have read through the passage twice. E is a diary written by Kelly. It requires students to understand the letter first and then write down the missing words to make it meaningful.AnswersD 1a 2d 3h 4b 5f 6g 7e 8cE (1)bad (2)favourite (3) aliens (4)creatures (5) nightmare (6) Justin (7) not (8) puzzled (9) witnesses(10) murderedPost-reading activities1 Ask students to retell the story according to the diagram on Page 8. The teacher can write downsome key words or phrases on the blackboard or the overhead projector for students to refer to if they are in trouble.2 Ask students to give an ending to the story. Though the police have made efforts to investigate thecase, how Justin was missing remained a mystery. Was he really seized by aliens or were there anyoth er reasons? If time doesn’t permit, the teacher can assign this activity as homework. The teacher can begin like this:All the people are concerned about Justin’s disappearance. What do you thin k might have happened to him?Was he in danger? If he were taken away by aliens, how would they treat him?All the endings are acceptable.3 Ask students to turn their attention to the questions in F. Let students do some speaking practiceaccording to the sample.Resources1 Newspaper articles are often seen as shortened forms of news report that gives full information. The lead----- the first paragraph of a news story plays the most important part in the understanding of the whole story. It is usually a one- or two- sentence summary of the particular event being reported, because so much information are usually put into a small space, and some complex sentences are generally used in the first paragraph. The headline and first paragraph effectively summarize the story’s content.The teacher can encourage students to read English newspapers. There are several advantages of using a newspaper to improve our English. A newspaper is inexpensive, easily obtained and the materials are authentic. Besides, understanding the news stories rely on the students’ knowledge of social and cultural experience. Newspapers mirror our national values, habits and preferences. Newspaper reading is more like the overall improvement of students’ abilities than being simply informed of new information. Students will find time and efforts devoted to understanding the social and cultural materials rewarding.2 Following are some newspaper activities the teacher can utilize in their teaching:a Encourage students to read the newspaper daily. Ask them what articles th ey find interesting and readand discuss those articles with them.b Read newspaper coverage of a major news sto ry and watch the same story presented on television.Talk about the differences between reading newspapers and watching television news.c Read the newspaper for issues that have some direct effect on students’ families. Locate news storiesand opinions in editorials, letters to the editor and editorial columns. Ask students which facts are most important and which opinions are closest to theirs.d Review TV and movie schedules, discussing which shows and movies are appealing and why.Compare reviews with those written by media critics.e Ask students to find persuasive letters to the editor. Identify and discuss the author’s style and tone.Encourage students to respond with their own letters to the editor when they encounter ideas with which they disagree.。
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Unit 2 The Adventures of Tom Sawyer选读作品导读《汤姆·索亚历险记》是美国著名小说家马克·吐温的代表作，发表于1876年。
小说主人公汤姆·索亚天真活泼，富于幻想和冒险，不堪忍受束缚个性，枯燥乏味的生活，幻想干一番英雄事业。
小说通过主人公的冒险经历，对美国虚伪庸俗的社会习俗、伪善的宗教仪式和刻板陈腐的学校教育进行了讽刺和批判，以欢快的笔调描写了少年儿童自由活泼的心灵。
《汤姆·索亚历险记》以其浓厚的深具地方特色的幽默和对人物敏锐观察，一跃成为最伟大的儿童文学作品，也是一首美国“黄金时代”的田园牧歌。
《汤姆·索亚历险记》的姐妹篇是《哈克贝利·费恩历险记》。
《汤姆·索亚历险记》是美国十九世纪文学大师马克·吐温的代表作，是世界文学宝库的一部杰出经典名著。
《汤姆·索亚历险记》描写了十九世纪密西西河畔一个小镇人民的生活，可以说是当时美国社会生活的一个缩影。
从小说中我们可以了解到穷人和富人，教堂和学校，宗教与犯罪等当时美国生活的各个方面。
作者马克·吐温以满腔热情和真挚的爱为读者塑造了小主人公汤姆·索亚和他的一群小伙伴。
汤姆·索亚是个成长中的孩子，他调皮，喜欢恶作剧，却又善良可爱乐于助人。
他讨厌教堂里老师干巴巴的说教，他不喜欢整天在学校里干燥无味的生活，他向往成为绿林好汉，他希望加入海盗，过新鲜刺激的生活。
他总在危险时刻，挺身而出，做出那些懦弱的“好孩子”，体面的“优秀生”无法做出的正义行为，展示出自己的魅力。
名著节选Tom Sawyer tried to cut the cupboard with the knife. Then, it was the time for him to dress up. First, he must wash his faces and hands in a tin basin of water. But Tom Sawyer didn’t want to take the trouble to1 wash them. So he just poured out2 the water onto the ground. Then, Mary uncovered his secret3 and he had to use soap to wash his faces again. This time, his faces were not completely cleaned yet. The clean part was just like a mask4 on his face. Mary brushed his hair neatly and Tom Sawyer put on unhappily the suit of his clothes. With the efforts of his own cousin Mary, Tom had become a different person. Finally, he got into his shoes.Then, they went to the Sunday school. Tom Sawyer hated the school very much. The school hours were from nine to half past ten and then church service. When the children came to thegate of the school, Tom Sawyer walked slower and asked another boy, “Bill, have you got a yellow ticket?” After they bargained5 for a while, they reached a deal6. Tom gave him a fishing hook and he got the yellow ticket from Bill. In the same way, he exchanged for some red tickets and some blue tickets.In this school, the teacher had set a rule7 to encourage the children to recite the Bible: if hecould recite two verses8, the teacher would give him one blue ticket;ten blue tickets were equal to one red ticket; ten red tickets could beexchanged for a yellow ticket; if anybody could get ten yellow tickets,the teacher would give him or her a new Bible. Getting the thick bookwas the greatest honor for the children. So many children were busyreciting every day. They just wanted to get a Bible. In Tom Sawyer’s memory, it was impossible to get a Bible. So he thought of an easy way. He exchanged his small things for cards in other children’s hands. In this way, he got many cards.At the beginning of the class, the thirty-five-year-old teacher made a habitual9 speech. Tom Sawyer was playing with the boys around him. He pulled a boy’s hair and pinned another, but when they turned around, Tom just read the book carefully, but the children began to talk noisily in the latter one third of the talk. Some children even began to fight.Suddenly, the room turned silent because some visitors came into the room. Three adults and one young girl entered. To Tom Sawyer’s surprise, the little girlwas just the “angle”. Tom Sawyer thought of his meeting with thegirl and the adventure in her garden. Among the visitors, the oldman was somebody and all the teachers, men and women, made upto him in many different ways.Then it was the time to give prize to those children who hadgot ten yellow tickets. The room was quiet. Nobody had enough tickets. When hope was dead, Tom Sawyer stood up with nine yellow tickets, nine red ones and ten blue ones. Tom Sawyer stood in the front of the room, and all the children looked at him with eagerness. Then, the children all of a sudden realized that they were cheated by Tom Sawyer. The teacher didn’t believe Tom Sawyer could get so many tickets, but the number of tickets was exact. The prize was given to Tom Sawyer and he was introduced to the old man.作者简介马克·吐温（Mark Twain l835～1910）美国作家。
本名塞谬尔·朗赫恩·克莱门斯。
马克·吐温是其笔名。
出生于密西西比河畔小城汉尼拔的一个乡村贫穷律师家庭，从小出外拜师学徒。
当过排字工人，密西西比河水手、南军士兵，还经营过木材业、矿业和出版业，但有效的工作是当记者和写作幽默文学。
马克·吐温是美国批判现实主义文学的奠基人，世界著名的短篇小说大师。
他经历了美国从“自由”资本主义到帝国主义的发展过程，其思想和创作也表现为从轻快调笑到辛辣讽刺再到悲观厌世的发展阶段。
他的早期创作，如短篇小说《竞选州长》（1870）、《哥尔斯密的朋友再度出洋》（1870）等，以幽默、诙谐的笔法嘲笑美国“民主选举”的荒谬和“民主天堂”的本质。
中期作品，如长篇小说《镀金时代》（1874，与华纳合写）、代表作长篇小说《哈克贝里·费恩历险记》（1886）及《傻瓜威尔逊》（1893）等，则以深沉、辛辣的笔调讽刺和揭露像瘟疫般盛行于美国的投机、拜金狂热，及暗无天日的社会现实与惨无人道的种族歧视。
《哈克贝里·费恩历险记》通过白人小孩哈克跟逃亡黑奴吉姆结伴在密西西比河流浪的故事，不仅批判封建家庭结仇械斗的野蛮，揭露私刑的毫无理性，而且讽刺宗教的虚伪愚昧，谴责蓄奴制的罪恶，并歌颂黑奴的优秀品质，宣传不分种族地位人人都享有自由权利的进步主张。