高二上册全册听力原文(人教版高二英语上册教案教学设计)

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篇1：高二上册全册听力原文(人教版高二英语上册教案教学设计)

Listening Texts to Unit One (Students?Book)

1 This woman is one of the greatest scientists of all times. Even her name tells you that she likes science: a good scientist should want to find out answers and ask many questions --- in other words they should be curious. This woman was certainly curious. Together with her husband, she tried to learn the secrets of radioactivity. The couple were awarded the Nobel Prize for Physics in 1903. Eight years later, she received a second Nobel Prize, this time for chemistry.

2 It is said that this English gentleman was sitting in his garden one day when suddenly he was hit by a falling apple. The story is probably not true, but this man did mention that he got one of his best-known ideas while watching apples fall from a tree. His name makes you think that he was not too interested in old things. He discovered the force of gravity, and he drew up a system of how objects move. His laws for motion are still used in physics today, at least in schools and universities.

3 Food is what sets this great mind on fire. Rice, to be exact. This great mind has spent most of his life looking for ways to help farmers grow more rice so that all of us will have enough food to eat. He is known as the father of modem rice, but because of his long friendship with all the farmers in China, he would rather be known as 搕he farmer?

Listening Texts to Unit One (Workbook)

Part 1

Scientists often look at nature in order to find new ideas. In ancient times, Chinese scientists studied how spiders make silk. Modem scientists are interested in the spider, too. A spider can make silk that is much stronger than most man-made materials. A spider抯 silk doesn抰 break easily. Instead of breaking, it gets longer. Best of all, the spider produces the silk without the use of dangerous or poisonous chemicals. If we could learn to use the technique, we might be able to use the strong silk to make things like seat belts and wires that hold up bridges.

Part 2

There are many other examples of how new technology has been developed by learning from nature. A group of German scientists wanted to find out why leaves and flowers are able to stay so clean. They decided to take a closer look at the white lotus, a flower that is known for its clean leaves. At first, the scientists believed that a very flat leaf would be better at staying clean. However, when they looked closely at the white lotus, the scientists saw that the leaf was in fact covered with tiny hairs and needles. The needles and hairs collect the dust that falls on the leaf so that a raindrop can easily wash it off. The German scientists used this technique to design a new kind of paint. The new paint could keep houses looking clean for years.

Scientists also believe that the butterfly could teach us a way to keep our computers cool. A computer must be kept cool to function well. The fans we use today are not always good enough. The butterfly is cold-blooded and must change its body temperature all the time. Scientists have found that there are small parts on its wings that the butterfly uses to change its temperature. If scientists can learn how this is done, it may be possible to use the same method to keep computers from becoming too hot.

Listening Texts to Unit Two (Students?Book)

Part 1

R: Reporter K: Mr Keller

R: Good morning, Mr Keller. My name is Harry Hunter and I work for the Daily Times. I would like to ask you a few questions about Jim Gray.

K: Good morning, Mr Hunter. What would you like to know a1抩ut Mr Gray?

R: Well, I want to know if it is true that Mr Gray no longer works for your company.

K: Yes, that抯 true. Mr Gray was fired today. He has been having problems lately and it was time for him to leave.

I see. What kind of problems?

K: Mr Gray was too slow and it took him too long to do his job. He talked too much and was noisy and sometimes even wild. He was not serious enough. Instead of thinking about work, he would spend too much time disturbing the other workers with questions and comments.

R: So the other workers didn抰 like Mr Gray?

K: Mr Gray was very nosy, always trying to find out what other people were doing. Many people were also unhappy with Mr Gray because he was rude and said bad things about people.

R: I see. Were there any other reasons why you fired him?

K: Yes, Mr Gray was also careless with his money. Now if you will excuse me, I have to get back to work.

K: Thank you for answering my questions.

Part 2

P: Paul W: Wendy

P: Hi, Wendy. Did you hear that Jim was fired today?

W: Yes, I did. Isn抰 it awful! I have worked with him for ten years and he is one of my best friends. I can抰 believe that he was fired.

P: I don抰 understand it, either. Jim faced many difficulties but wouldn抰 give up. He was careful and always took the time to do a job well.

W: Even when he was very busy, Jim always found time to speak to others. He was funny and happy and liked to make others laugh. He always had a kind word for me.

P: Yes, he was always interested in other people and cared about their life and problems. When my wife was ill, he always asked me about her and tried to cheer me up.

W: Jim was always so generous. He was happy to spend money on good meals and gifts.

P: Yes, he was. And he was also very honest and always told people what he thought about something.

W: I suppose we won抰 see him very often in the future. I抣l miss him.

F? I抣l miss him, too.

LISTEN1NG TEXT to Unit Two(for workbook):

The chief editor of a daily newspaper is having a meeting with the journalists. She is telling them what she wants them to do today

Good morning, everybody. Listen carefully. This is what I want you to do.

Mick, Jane Scott, the sportswoman, is arriving at the airport this morning. Her plane arrives at 11. Will you be there please? I want you to get a good photograph of her. See if you can talk to her. Ask her what her future plans are, OK?

Bob, the medical conference opens today at the Capital Hotel. It starts at 9 o抍lock, so you抣l have to hurry. I want you to listen to the opening talk and make some notes. Get a photograph too of the person giving the talk.

Susan, I want you to interview someone at the Home Office. These new traffic plans are very interesting. I want you to set up an interview today. I want you to put your report in tomorrow抯 paper. Get as much information as you can. Try to collect some plans or diagrams. They will be very useful.

LISTENING TEXT to Unit Three (for Students?book):

S = Shop assistant A = Amy D = Danny

S: Can help you? What is it you are looking for? Furniture for the bedroom, the kitchen or the living room?

D: We抮e looking for a few things, but we aren抰 very sure yet. We bought a new flat, and we already have some furniture, but the new house is so big. We can use a few more things, and perhaps replace some very old pieces.

A: I think we need a kitchen table, one that is large enough to have dinner with five or six people.

S: Very well. If you would like something modern, I suggest you think of something like this. The legs of the table are silver coloured while the table top Is made of thick glass. Very 1抏autiful and very easy to clean.

D: Yes, I really like that.

A: No. I don抰 like such cold and hard things. I think a table made of wood would look much nicer. Wood is warm, and makes you feel comfortable.

D: Honey, I know you like that, but I抦 afraid it抣l be too expensive.

S: That抯 no problem. I can show you some really nice modern tables that look as if they were made of wood.

A: Great! We are also looking for something on the wall. There抯 a Hg piece of white wall over the sofa.

S: Were you thinking of a painting or perhaps a poster or something

D: Yes. Could you show us something?

S: Something classical?

A: Oh, no. You can show us something modern. I like classical things in the kitchen and the bed room, but our living room is quite modern, isn抰 it, Danny?

D: By the way, we are also still looking for two comfortable chairs, something modern and classic at the same time. Would you have anything like that?

S: Oh dear! Oh dear! What do you mean by that?

A: Well, something classic and fine but also cool, you know.

LISTENING TEXT to Unit Three (for Workbook):

The history of architecture in China and most European countries is very different. As a result, the way people look at art and architecture has also developed along different lines.

Much of China抯 ancient architecture was constructed of wood. Only the Great Wall and city walls were made of large bricks. Earthquakes have occurred quite often in China抯 history. Besides that, many temples were destroyed by fire. Sometimes the fires were caused by accident. However, it also happened that emperors would destroy temples and architecture that were built in the past. They wanted to get rid of all architecture that reminded people of the former emperor. After burning the old temples and palaces, the emperor would have everything built new in the style that he preferred. That抯 why all over China we find many temples that were rebuilt or restored about 250 to 300 years ago, during the age of Qianlong. Few temples are left over from earlier times.

Much of Europe抯 ancient architecture is 300 to 1,000 years old. Architects used natural materials, such as stone and brick to construct their buildings. There weren抰 many earthquakes, and unlike China, European kings would usually not burn the churches and other architecture built before their time. They constructed new buildings in the style they preferred at other places.

Wood is not a very strong material. Weather conditions make repairs necessary and by the end of about 100 years usually every part of a wooden construction has been replaced. So, although the design can be hundreds of years old, every part of the building may have been made less than a hundred years ago. Stone and brick are strong enough to stand the test of time. These materials do not need to be replaced. So when looking at old buildings in Europe, we are actually looking at what was built many centuries ago. While in China the architecture may be old, what we look at is in fact quite new.

LISTENING TEXT to Unit Four (for Students?book):

A Dialogue between a librarian and a student

S: Hello. Could you help me, please? I want to read some poems.

L: Have you read any poetry before?

S: Yes, we read some at school, but I didn抰 like it very much. I want to find something nice.

L: There are different ways to choose a poem. If you have a favourite writer, you can choose a book with his or her poems, but if you don抰 know any names, you抎 better start with books that are collections of poems. In such books you usually find poems by different writers. You see here抯 a book called A Garden of Poems, or this one, 1001 Songs and Poems in English.

S: Should I read all those poems?

L: No, don抰 worry. What most people do is to go through them until you see a poem that you like. Maybe you like the title, or the topic, or you might like the first or last lines of the poem.

S: I see. What else have you got?

L: Some books bring together the work of writers from a certain period of time. You see, English Poems of the Early Seventeenth Century or Poetry between the World Wars. Other books have poems about a certain topic. The topic can be human feelings, such as humour or love. There is also poetry about nature, you can look for poems about flowers, trees and plants or, about the sea or the countryside. So, what would you like to read?

S: I don抰 know. Shakespeare, maybe?

L: I think Shakespeare is a little bit difficult for you. It抣l be easier if you choose something modern. What kind of topic would you like?

S: I like reading about nature.

L: Have a look at this book. It抯 called The Earth is Painted Green. If you have any more questions. you can come and ask me.

S: Yes, I抣l do that. Thank you very much for your help.

LISTENING TEXT to Unit Four (for Workbook):

People invented poetry as a help to remember things. Before the invention of writing there was no other way to remember important things. People early discovered that rhyme and rhythm were very helpful when they were trying to remember things. So, they made poems to help them remember all the things they needed to know and sass on from generation to generation. For example. to remember their history they recited great stories about their ancestors and the wars that were fought. But people

also needed to remember practical things such as where to find good caves to sleep, where to find water that could be drunk or when to plant crops.

We no longer need poetry to remember things. But that doesn抰 mean that we shouldn抰 or couldn抰 use it to help us remember and learn things better. In fact, there are a number of quite famous short poems that can help us with things that are difficult to remember.

We can learn and remember important dates in history using rhyme. The most famous of these is: 慖n fourteen-ninety-two, Columbus sailed the ocean blue.?To remember that it was in 1492 that Columbus discovered the Americas. There are also short rhymes to remember how many days each month has.

30 days has September,

April, June, and November.

All the rest have 31. Fine!

February 28 except when 29.

We can even learn how to spell English words from a short poem. The word 搑eceive?sounds like 揵elieve? but the spelling is not the same. Listen to the following short poem. It is very useful to help students learn and remember how to spell some difficult words in English and it always works.

I before e except after c

or when sounding like a

as in neighbour and weigh.

LISTENING TEXT to Unit Five (for Students?book):

Good morning and welcome to the Language School at Dublin University. I抦 very happy to greet you all to our Summer Programme and hope that you will not only learn a lot more English, but also learn about the Irish way of life. Before you go to your classrooms, I want to have a quick look at your weekly timetable with you. Classes are taught from Monday to Friday with four classes in the morning and three classes in the afternoons. One lesson takes up 50 minutes. We start every morning with two lessons of what we call Language Study, which will mostly be grammar and vocabulary. The rest of the morning classes are either spent in the computer lab, or in workshops. There抯 a Conversation Workshop to practise your speaking skills, one lesson on Tuesday, directly after the Language Study class and there抯 a Reading Workshop of two times fifty minutes on Friday morning. There are also two fifty minutes classes in the computer lab which form the third class on both Wednesdays and Thursdays.

Lunch is from half past twelve till one o抍lock. Each afternoon, except for Wednesday, starts with two lessons of skills practice. In those classes you will mostly practise listening and speaking. On Monday and Tuesday they are followed by a class of fifty minutes at the language lab.

The language lab is open Monday to Friday from half past eight in the morning until eight o抍lock in the evening, while the library is open every day, including the weekends, from eight am till ten pm.

Language Study and the classes in the computer lab are taught by Dave. Conversation and skills are taught by Flora and Sarah. Reading is taught by Andrew and the teacher who will be with you in the language lab is Julia. If for some reason you cannot come to class, you have to phone your teacher half an hour before class begins.

LISTENING TEXT to Unit Five (for Workbook):

Wales is one of the four countries that form the United Kingdom. The Act of Union in 1536 combined West and East Wales into a single state. Wales was considered by the English and later Great Britain and the United Kingdom governments as a separate part of England and Cardiff was named in 1955 as its capital. Since then we speak of 揈ngland and Wales?where before only 揈ngland?was used.

Travelling from England, you will know when you are in Wales, because all street signs and names of railway stations are written in two languages: English and Welsh. Welsh is the original language of the people in Wales. The landscape in Wales is also different from England. While England is mostly hilly, the central parts of Wales are mountainous. It is here that we find the highest mountain in the UK. As it is impossible to grow crops on the mountains, Welsh farmers keep sheep instead. It is difficult to get around the steep mountain slopes, even in a jeep. So the Welsh sheep farmers use dogs to move the sheep from one field to another.

The weather in Wales is warmer and wetter than in other parts of Britain. This is because of the high mountains. The wind here usually comes from the southwest. As it moves across the warm Atlantic Ocean, the wind carries water from the sea. When this wind hits the mountains of Wales, the air rises causing rain to fall.

Wales is popular with holiday visitors. They go hiking in the mountains, or spend their summer days by the sea, swimming or sailing. People interested in history and architecture can visit some of the many historical sites in Wales. Most ancient castles and churches are open to the public. During the holidays, there are festivals too, with singing and dancing. Wales is often called 搕he Land of Song?and its people are famous for their love of poetry and music.

LISTENING TEXT to Unit Six (for Students?book)

Part 1

Hello! Greetings from the future! My name抯 Mekanika and I live in the year 3044. Well, that抯 what you would call it. We call it the year 58 AL. AL means 揂fter Leaving? You see, 58 years ago, people on the earth decided that they had to do something to save the people on the planet. There were so many people on the earth, and there was so much pollution, that the only way to keep the planet from dying was to send

people into space. My family was one of the chosen ones. About one third of the earth抯 population was left back home, and the rest of us went into space. We抮e now living in a new city on the planet Mars. Life here is very nice, and we are happy in our new home. We still keep in touch with the people on earth and some of us go back for short visits. The earth is better now, and the people back home are doing their best to clean up the planet. I was born here on Mars and I抳e never been to earth. My grandparents and parents tell me about the earth and it sounds like a beautiful place. When my science teacher told me that we could use our school抯 time machine to send messages to the past, I wanted to send one to you and tell you about life here.

Part 2

Every morning, I have to get up at two o抍lock. That probably sounds very strange to you, but, you see, we have a different time system here. We divide the day into eight parts. Two o抍lock in the morning here on Mars is almost like six o抍lock on earth. I eat breakfast with my family before I go to school. The food here is different from your food: we eat pills and drink juice to stay healthy. My history book says that you ate something called bread

and even ate meat from other animals! That sounds very strange to me. We don抰 eat any animals here and I抳e never even seen bread. At three thirty I catch the school spaceship and fly to class. We don抰 have schools and classrooms. We meet our learning guides (you called them teachers) in different places and solve problems together. I love school. My friends are wonderful and I like to think about the world in new ways. I also like creating things with my mind box (you called it a computer). I抦 very interested in what you call 損ainting?and 搒inging? Can you please tell me more about what they are? I抳e read about your life in my history book, but it抯 difficult to understand how you lived such a long time ago. Could you please write to me and tell me about your life? Thank

you. I have to get back to work. I have a test in Mars geography next week, so I need to prepare for it.

Best wishes,

Mekanika

LISTENING TEXT to Unit Six (Workbook)

Here is the news for Saturday, the 14th of April.

The first group of Chinese tourists have returned from the moon. A group of 25 tourists landed last night at the Space Research Centre in Qinghai Province. They had been in space for one week. Their trip included a visit to three different places on the moon. Each of the tourists paid one and a half million yuan for the trip.

Anew speed record had been set for the underground railway that joins Chengdu and Xi抋n. The railway was completed last year. Yesterday a train reached a speed of 821 kilometres per hour. The train was carrying 1,200 passengers. The journey of 842 kilometres took one hour and eleven minutes.

A new type of lemon tree for cold countries has been developed by the Agricultural Research Service of Liaoning Province, where research has been going on for seven years. The new lemon tree will be grown in cold parts of China. Normal lemon trees are killed when the temperature falls below 0 degrees Centigrade.

LISTENING TEXT to Unit Seven (for Students?book)

The Disease Detective

Jane is one of the experts at the Center for Disease Control and Prevention. People at the Center study how diseases start and spread and, as the name shows, try to control and prevent diseases. We asked Jane about her work.

J = Jane; I = Interviewer

Part 1

J: Well, I have to be a detective: I go to a place where a disease has broken out and look for clues about the disease. I try to find as much information as I can about what happened. Who is sick? What are the signs ?do they have a fever, a headache or a sore throat? When did they get sick? When I have collected the information, I use it to find out what caused the problem. We can use what we learn to prevent others from getting sick.

Jane and other disease detectives at the Center do their jobs in different ways. Some detectives work in laboratories where they examine tests and samples. Others travel to towns or villages where there are diseases and talk to people who are sick. All of the experts at the Center know that their work is important. If they do their jobs well, they will save lives.

Part 2

I: How often do you actually go to places where a new disease has broken out?

J: Oh, it happens every now and then. Probably about every three months or so.

I: How do you find out about new diseases?

J: We will usually hear from doctors and hospitals. If they notice anything strange, they will give us a call and ask for help. If we think it is necessary, we抣l go to the place where people are getting sick.

I: Aren抰 you afraid of catching the diseases you are studying?

J: Well, yes, sometimes. But we are always very careful. If you know what you are doing, you can protect yourself. Besides, I抦 more afraid of what might happen if we don抰 find out what kind of disease it is.

What can ordinary people do to protect themselves?

J: The best thing you can do is simply to wash your hands often and try to avoid crowded places. Wearing a mask over your face may help, but it is probably not necessary unless you are caring for a sick person. It is also important to see a doctor if you get sick, so that you don抰 spread a disease without knowing it.

LISTENING TEXT to Unit Seven (Workbook)

K = Ken; W = Dr Watts

Part 1

K: Hello, Pr Watts. Thank you for letting me interview you.

W: You抮e welcome. Now, what would you like to know?

K: Well, my first question is about the name of the disease. What does AIDS stand for?

W: When we talk about AIDS, we often use the term HIV/AIDS. HIV is the virus that causes AIDS. AIDS stands for 揂cquired Immune Deficiency Syndrome?

K: Acquired Immune Deficiency Syndrome. OK, got it. But I抦 not sure I understand what it means.

W: Well, to 揳cquire?something is to get something, so 揳cquired?means that you can get infected with the disease. 揑mmune?comes from 搃mmune system? the system that protects our body from diseases.

K: So 揳cquired immune?tells us that this is a disease that we can get from other people and that has something to do with our immune system. What exactly does AIDS do to our immune system?

W: That抯 what the next word tells us. If something is 揹eficient? it means that it isn抰 functioning properly, it isn抰 working the way it should. So 揳cquired immune deficiency?means that even though we were both with a good immune system, we have now got a disease that breaks down the immune system.

K: Wow, that抯 terrible! So what happens when someone抯 immune system doesn抰 work?

W: Well, to put it simply, he or she gets sick a lot. The last word in AIDS, 搒yndrome? means all the bad things that happen to your body when the immune system doesn抰 work.

Part 2

People who die of AIDS actually don抰 die of AIDS. When a person infected with HIV develops AIDS, he or she easily gets sick. A person with AIDS has a very weak immune system. Many common diseases can be cured in patients whose immune system functions well, but when they enter the body of a person with AIDS, they can kill him or her. Many AIDS patients die of infections or serious colds, but there are also many diseases that we have never heard of. If your immune system is working, they may not be able to do any harm, but because the immune system has been weakened, the diseases can抰 be cured. They will grow stronger and stronger until one day they kill the patient with AIDS. Therefore, much of the treatment an AIDS patient receives is meant to help the body defend itself against diseases.

LISTENING TEXT to Unit Eight (for Students?book)

Two people have just arrived at the hospital, each with a child. A nurse is asking them questions.

Part 1

N = Nurse; F = Father; H = Harry

N: Can I help you?

F: Yes. I wonder if you could look at Harry抯 leg.

N: What抯 the matter with it?

F: He was bitten by a dog yesterday evening. It was bleeding quite badly.

N: Let抯 have a look at it then. I see. What did you do before bringing him here?

F: I washed the wound under running water for a few minutes. Then I dried it with a clean cloth and tied another piece of clean cloth around it.

N: Have you had any pain? Does it hurt?

H: Yes, it does hurt a bit.

N: Was it your dog?

H: No. It belongs to a neighbour.

N: This is very important. The dog must be examined immediately.

F: Why is that? The dog is usually very friendly.

N: If the dog has a disease that makes it bite people, your son could die.

Part 2

N = Nurse; M = Mother

N: Can I help you?

M: Yes. This is my daughter Jill. She抯 two and a half. She抯 drunk some ink.

N: Some ink? When did this happen?

M: About half an hour ago.

N: Did you give her any first aid?

M: No, I didn抰 know what to do. I thought it might be poison so I t9rought her here at once.

N: Have you got the bottle with you?

M: Yes, here it is.

N: Do you know how much she drank?

M: Well, the 1,ottle was almost empty, so I think not very much.

N: Right. I抣l take you to the doctor. Come this way, please.

LISTENING TEXT to Unit Eight (Workbook)

Part 1

C = Police Captain; 0 = Police Officer

C: Johnson, come here, please. I have a job for you.

O: Yes, sir. What抯 happened?

C: There抯 been a traffic accident on West Side. A boy seems to have been hit by a car. Three policemen are there already and there are two eyewitnesses. Please go down there and see if you can find out exactly what happened and who caused the accident.

0: Yes, sir. When did the accident happen?

C: About half past four.

0: And how many people were involved in the accident?

C: Only two, as far as we know. The boy was already sent to hospital with minor injuries:

0: Where are the other policemen?

C: They are by the intersection, on the east side.

Part 2

P = Officer Pei; W = Officer Wang; A = Driver A; B =Woman on bicycle

(Traffic noise in the background; not very loud, but in the pauses the occasional horns or bells can be heard. Driver A is shocked and scared; the woman on the bike is angry and upset.)

P: Miss, please tell me what happened.

B: I was on the eastern side of the crossing, turning north. Ahead of me in the bike lane was the poor boy. He was crossing the street to go to the western side when that man just ran straight into him. Oh, it was awful!

P: Can you please tell me what the car was doing?

B: It was waiting to turn right.

P: I see. Where was the boy?

B: He was standing behind the white line in the bike lane, waiting for the light to turn.

P: Was he moving when the car hit him?

B: No. He was just standing there. Poor boy! The car was moving much too fast and the driver didn抰 even look to see where he was going!

W: Sir, please tell me what happened.

A: Oh, it was terrible! I抦 so sorry. It wasn抰 my fault!

W: We抣l see about that later. Please just tell me what happened.

A: I was waiting on the eastern side. I was turning right, heading north. I started turning right and suddenly this boy ran out in front of me on his bike. I had no time to stop. there was nothing I could do.

W: Did you see the boy before you turned?

A: No, no! He must have been riding too fast. There was no one waiting to cross the street when I looked.

W: How fast would you say you were going?

A: Oh, not very fast. I had stopped and was just beginning to turn when I hit the boy. Really, you know how boys are ?they don抰 watch where they抮e going!

LISTENING TEXT to Unit Nine (for Students?book )

Part 1

Ladies and Gentlemen,

Today we are celebrating Earth Day. Earth Day is a day for reflection and action. Today, people in countries all over the world get together to discuss the earth and our future, and to take action to improve the current situation. Earth Day is a chance for us to learn about the world and change our behaviour. It helps me understand that we must act. If I had known more about the earth in the past, I would have made different choices about what to do and what to buy. It is never too late to change. I am here today to talk about one of the most important problems we are facing. In my view, the most important challenge ahead of us is to find a way to protect the water on our planet. 75% of the earth is covered by rivers, lakes and oceans, so it is truly a water planet.

Unfortunately, most of the water cannot be used for drinking. The earth is already becoming a thirsty planet, but there is still time to do something about the problem. If we want to have enough water in the future, we must learn to take better care of our water. We must stop polluting our water. We must learn to save water in our daily life.

Part 2

We should take better care of our water. Most of the fresh water on the earth is being used for farming. We use clean water to grow food. We need food, of course, but we must be more careful when we use our water. Too much water is being wasted because we are using old ways of watering our plants. We must solve this problem if we want to have enough water in the future. The best way to solve the problem is to use the knowledge and technology that some countries have already developed. If we work together and share what we know, we will be building a better future for all of us.

We must stop polluting our water. Even if we succeed in making more water available to us, we must still do something about water pollution. We are polluting water at an alarming pace. Cars, factories, and air conditioners pollute the air and the water. We must change the way we think and the way we live. Let抯 not drive if we can walk or ride a bike. Let抯 try not to use air conditioners more than what is absolutely necessary. Let抯 not buy products that cause pollution. Let抯 make new rules and use new technology to make sure that factories are green and clean. Keep in mind that we ?you and I ?are the ones who must change. This brings me to my final point: we must stop using too much water in our daily life.

LISTENING TEXT to Unit Nine (for Integrating Skills )

Speech 1

Hi. We are three children from three different continents and we抎 like to tell you what we think about the environment. The children of the world are disappointed because too many adults are too interested in money and wealth to take notice of serious problems that affect our future. Young people from all over the world have many things to say about the environment, but we all agree on one serious problem most leaders don抰 listen. We are here today because we want you to listen ?to listen to everybody.

Here抯 what the children of the world are saying:

Governments of the world must:

?make sure that all people from developing countries

have free access to clean drinking water;

?limit the number of cars per family;

?stop cutting down trees without replacing them.

People of the world must:

?make use of alternative transportation such as walking, biking and car-pooling;

?reduce, reuse, and recycle as much as possible.

We are worried that many governments listen too much to those who care very little for the environment and people. Remember, we cannot buy another planet, and our lives and those of future generations depend on this. We are not asking too much! You said this Summit is about taking action! We need more than your applause and comments of 搘ell done?or 揼ood speech? We need ACTION!

Thanks for having us here and for listening to the voices of children.

Speech 2

Ladies and Gentlemen,

Thank you for giving me the opportunity to speak to

you today. I wish, however, we could do more than just talk. The Earth Summit is not just about good speeches and big words; it is about doing something about the problems we are facing. I will try to do something right now, right here. That抯 why I have brought this big bag. What do you think is in it? Well, I抣l show you. Yes, that抯 right, rubbish! On my way over here, I picked up the rubbish I saw in rubbish bins on the street so that I could talk to you about what rubbish really is. Some of you might think that rubbish is what we throw away, something useless that only causes problems. Well, I say that that抯 rubbish. Let me explain what I mean. What is really in this bag? Resources, possibilities, money, jobs and solutions! What we call rubbish today is actually the resources of tomorrow. Let me tell you how we can use rubbish ?some left-over food, a milk carton, and an empty bottle ?to make the future greener, cleaner, and better, and to make money.

LISTENING TEXT to Unit Nine (Workbook)

1= Interviewer; C = Carl

Part 1

I: Can you tell me about the project you worked on in Egypt?

C: Egypt has developed a large programme to clean up and protect its water. One of the projects is to help small farmers build small channels to make sure that the water supplied by the government can be used in the best way possible.

I: So what was the problem?

C: It was often difficult for farmers to keep the channels clean and in good order. The channels were used as rubbish bins and too many plants grew where the water should flow.

I: How did you solve the problem?

C: At first, we thought that the farmers simply didn抰 understand the situation and that we could solve the problem by educating them. But just to make sure, we interviewed some farmers and observed what they were doing.

I: What did you do to learn more about the farmers and their work?

C: Well, we visited many farmers and their families. We also formed small discussion groups in which we talked about the problem and what could be done about it.

I: What did the farmers think and do?

C: We found that the farmers did know a1抩ut the problem and had paid a company to clean the channels. But they didn抰 do it often enough.

Part 2

I Why didn抰 the farmers clean the channels often enough?

C They thought that the government was responsible for the channels and they only cleaned them up when there was too much rubbish. They felt that this was unfair and didn抰 believe what the government said.

I: And how did the government react to this?

C: Well, they were very surprised. They decided to show the farmers that they were serious about the problem. Farmers and the government would work together. The farmers formed a group that would oversee the work. A special channel cleaning day was chosen and the farmers and the government decided to share the costs. The farmers would pay for the cleaning equipment and the government would pay for taking the rubbish away.

I: That sounds like a good solution.

C: It was. Working together also gave people a chance to understand the dangers of throwing rubbish in the channels. It stopped the water from flowing and made it dangerous for children to swim in the channel and for women to use the water at home.

I: Were the farmers happy about the solution?

C: Yes, they were. The project was a success. By working together, more things were achieved and everybody learnt from the experience.

LISTENING TEXT to Unit Ten (for Students?book)

And now the weather forecast for Tuesday, June 24. Cooler and drier air over the Northwest will advance towards the East on Tuesday. But as it does so, it will meet with warm and moist air already in place resulting in showers and thunderstorms.

Thunderstorms are possible in areas from the Southern states to the Northeastern states where we might see some pretty bad weather, with wet snow and strong winds, perhaps even some storms.

The showers and thunderstorms that hit the Midwest on Monday may still be around part of Tuesday, but will disappear during the afternoon.

Comfortable temperatures around 75 degrees are forecast for the South, 68 to 72 for the Midwest and similar temperatures for the Northeast, while higher temperatures, up to 88 will be found in the east along the coast. While the Southwest may see some rain or even thunderstorms, the rest of the West will be hot with temperatures over 100 degrees and no hope of a cooling shower. Far to the Southeast, the storm, which had looked as if it would grow into a hurricane, fell apart on Monday. This year has already seen an unusually high number of hurricanes. Hurricane Danny in the Atlantic Ocean last week has put 2003 in third place behind 1997 and 1959 for having the most tropical storms or hurricanes this early in the season. The fourth storm usually arrives towards the end of August, so Danny, formed on Wednesday, came a month and a half early.

If the fifth named storm - the 揈?storm - develops before July 22, this year will have the hurricane season with the fastest start. Its name would be Erika. The hurricane season is from June 1 till the end of November. A typical Atlantic hurricane season has 10 named storms, six hurricanes and two major hurricanes. The latter can be a real disaster when they hit the coast. Tropical storms such as hurricanes and typhoons are given names to avoid confusion. Their names start with letters in the order of the alphabet. The first five storms in 2005 will be named Arlene, Bret, Cindy, Dennis and Emily.

LISTENING TEXT to Ten (for Workbook)

K = Kate L = Linda

K: Hi, Linda, how抯 your life in Taiwan? Po you like it there?

L: It抯 fine, Kate. Thanks. Bill and I like China very much.

K: I抳e heard that Taiwan is quite often hit by typhoons. How do you feel about that?

L: That抯 right. They are quite common between the months of May and November.

K: Terrible. I would not want to live in a place like that.

L: Oh well. You抣l get used to it. With a Ht of common sense and taking the right measures, typhoons need not l2e a Hg problem.

K: So what should you do when you know a typhoon is coming up?

L: You should always keep some plastic sheets ready to cover furniture. Important papers are best kept in plastic boxes or bags that don抰 let any water through. Buy some extra food in metal or in glass containers, and keep a torch, batteries, a first-aid kit, a radio and such things ready.

K: What else do you do when you know there will be another typhoon?

L: If a typhoon is expected to hit within 24 to 48 hours, you should make some extra ice to keep food cooled when the electricity falls away. Fill the bath with water for cooking, and make sure there is enough drinking water; move furniture away from windows; put loose objects, such as furniture and plants in pots, baskets or boxes from the balcony and the yard into the shed. You must close the curtains and take shelter where you cannot be hit by glass that is flying around, for example the hall or a room without windows.

K: Have you ever experienced a big one?

L: Oh, yes. It was a very frightening experience.

K: What happened?

L: When the storm hit, we heard all the windows breaking and furniture being pushed around. The roof made a cracking noise. We thought it would be blown away. Then the storm seemed to die down. But it was the eye of the storm. A few minutes later it came back with full force. I was afraid the whole house would be swept away.

K: Have you thought of moving to another part of the country, where there are fewer natural disasters such as earthquakes and typhoons?

L: My husband and I have thought about that. But we really like Taiwan, and we prefer to stay here.

篇2：人教版语文(上册)全册教案 教案教学设计

五年级上册语文教材分析

一、教材的基本结构

教材继续按专题组织单元，共设计了八个专题。依次是：我爱阅读，月是故乡明，学习说明性文章，生活的启示，遨游汉字王国，父母之爱，不忘国耻、振兴中华，走近毛泽东。其中第一单元“我爱阅读”和第五单元“遨游汉字王国”还安排有不同呈现形式的综合性学习内容，使学习内容与形式更加丰富多彩。

每个单元包括导语、课例、口语交际习作和回顾拓展四大部分，各部分相互联系，构成一个有机的整体。其中，“遨游汉字王国”单元采取了全新的编排方式，包括“活动建议”和“阅读材料”两大部分。每组开头的导语点明本组的专题，并提示学习要求和学习重点。课例由4篇课文组成，其中精读课文2篇，略读课文2篇。精读课文后有思考练习题，略读课文前有连接语，将前后课文从内容上连接起来，并提示略读课文的学习要求。根据教学的需要，在一些课文后面安排有“资料袋”或“阅读链接”，以提供课文的背景资料，并丰富学生的阅读。口语交际习作独立成一个栏目，并在有的单元中提供多个角度供教师和学生选择。回顾拓展由3个栏目组成，其中有2个固定栏目：“交流平台”“日积月累”，另有“展示台”“成语故事”“课外书屋”“趣味语文”穿插安排，其中“展示台”“成语故事”“课外书屋”各两次，“趣味语文”一次。

本册共有课文28篇，其中精读课文14篇，略读课文14篇；教材后面还附有8篇选读课文，总共32篇。这些课文从精读、略读到选读，按三个层次编排，体现了逐步放手培养阅读能力的设计思路。

二、教学目标

（一）认字200个，会写150个，会使用字典、词典，有一定独立识字的能力。

（二）能用钢笔书写楷书，行款整齐，并有一定的速度。能用毛笔书写楷书，并体会汉字的优美。

（三）能用普通话正确、流利、有感情地朗读课文。

（四）默读有一定的速度，并能抓住文章的大意。

（五）能联系上下文和自己的积累，体会课文中含义深刻的句子。

（六）在阅读中揣摩文章的叙述顺序，体会作者的思想感情，初步领悟基本的表达方法。阅读说明性文章，能抓住要点，了解文章的基本说。

（七）学习浏览，根据需要搜集信息。

（八）养成读书看报的习惯，课外阅读总量不少于25万字。

（九）乐于参加讨论，敢于发表自己的意见。学习辩论、演讲的一些基本方法。

（十）能写简单的记实作文和想象作文，内容具体，感情真实。能修改自己的习作，书写规范、整洁。

（十一）学写简单的读书笔记、学写内容梗概。

（十二）在综合性学习活动中，能初步了解查找资料，运用资料的方法。并能策划简单的社会活动，学写活动计划。

三、每组教材中应注意的问题

第一组

本组教材以“我爱阅读”为专题进行编排，选编的课文内容丰富，形式多样，都紧密地围绕着阅读。本组教材将其作为一个专题，目的一是要引导学生把握主要内容，体会作者对书的深厚情感；二是要在阅读中能够结合学习和生活实际，习得一些读书和习作的方法。更重要的是让学生明白阅读的重要意义，激起阅读的兴趣，逐步养成阅读的习惯，从而受益终生。这也是对《课程标准》中提出的“要让学生多读书，读好书，好读书，读整本的书”的具体实践。配合本组专题，安排了“综合性学习”“阅读链接”，《窃读记》生动、细致地刻画了窃读的心理和乐趣，表达对读书的热爱与渴望。教学本课前，教师可让学生交流课外阅读所带来的快乐与享受。本文教学的重点是抓住主要内容，体会作者的情感，领悟一些表达方法本文语言朴实而又生动感人，教学时要重视朗读，尽可能地引导学生绘声绘色地朗读。要让学生充分感受到窃读的滋味虽是苦乐交织，忧喜并存，但乐大于苦，喜大于惧，知识和智慧的丰收弥补了身体的劳累。教师相机组织学生开展一次综合性学习，让学生自己组成小组开展活动，搜集名人读书故事或读书名言；去图书馆或书店了解图书有哪些种类；给自己的图书归类，做个书目；找一本喜欢的书阅读，读书时做摘抄或填写阅读记录卡，为后面“语文园地”中的“口语交际习作”和“展示台”做好准备。《小苗和大树的对话》本文作为略读课文，且是对话形式的访谈录，没有复杂的句式、过多的修辞和深奥的词句，完全口语化，所以更应放手让学生自学，自读自悟。 本文是访谈录，通篇都是对话，在反复自读把握主要内容后，可以进行分角色朗读或模拟采访。在朗读中要把握住人物对话的基调。

《走遍天下书为侣》本文是一篇说理性的散文，“形散神不散”是本文的特点。可以采用以下教学步骤：（1）初读全文，重点交流对主要内容的把握，作者走遍天下以书为侣的理由和方法。然后再交流印象深刻的地方，还可提出不懂的问题。（2）“你总能从一本书中发现新东西，不管你看过多少遍”这一观点，作者是如何表达出来的。（3）反复地读一本书的方式方法有哪些，你受到了哪些启发？《我的“长生果”》本文为略读课文，内容与学生的学习生活紧密相关，可放手让学生自学。按阅读提示，先自读自悟，把握主要内容，想想作者写了少年读书、作文的哪几件事，从中悟出了什么道理。然后，把感受最深的部分多读几遍做一些批注，再同小组的同学交流体会。最后，全班交流，明确一些读书和习作的方法，并适当迁移运用。《口语交际 习作一》教材中提供了三个可供选择的角度：说写自己在读书经历中的故事；交流采访经过和体会，整理采访记录；围绕“开卷是否有益”展开辩论，再写下经过或自己的看法。教学时，教师可引导全班学生共同交流一个感兴趣的话题。学生阅读口语交际和习作的要求后，商量一下对哪个话题最感兴趣，能够使用大多数同学在综合性学习中搜集的资料，就围绕这一话题展开深入的交流。还可先让学生对自己综合性学习的成果加以整理，根据自己在课外学习的收获选择一个角度，然后再请选同一个角度的同学组成小组进行交流。以小组为单位，进行互说互评，互相启发。教师也可参与其中，了解学生在课外关于阅读的综合性学习情况。然后选有代表性的在班上汇报交流，师生共同评议。最后，在交流的基础上，指导学生写下来。《回顾 拓展一》结合本单元的专题学习内容，就课内和课外的学习与活动进行交流，让学生在交流中进行思维的碰撞，受到方法的启示。在交流和对比中，初步学习理性地分析、总结自己的学习，并进行改进。教师可组织学生从课内学习和课外综合性学习两个方面进行回顾和总结。可先在小组内，就课文学习，语言积累，口语交际能力和习作能力，结合课内学习交流自己的体会和提高;然后就课外的综合性学习，交流对读书乐趣的体会和学到的读书方法。还可以在小组内提出自己觉得欠缺的地方，请大家帮助。最后，教师再引导全班交流，共同回顾。

第二组

家乡，在游子的心里，永远是最温馨、最难以割舍、最令人梦绕魂牵的地方。本组选编的一首首诗词，一篇篇散文，可以说，都是游子们思乡怀乡的绝唱。编排这组教材的目的，一是让学生通过读书体会作者对家乡的思恋、挚爱的思想感情；二是通过对比阅读，使学生领悟到，思乡的情是一样的，思乡的方式、寄托的对象却是因人而异的，引发乡思的事物也是各不相同的，从而体会到作者的感情是通过一些景物或事情表达出来的；三是通过读书，引导品味语言，丰富学生的语言积累。《古诗三首》学生应该是积累了一些表达思乡怀亲的诗词，要善于利用学生的积累，引入新课的学习。三首古诗词所要表达的主题是一样的，是表达的方法各异，《泊船瓜洲》是写景抒情，《秋思》则是叙事抒情，《长相思》则融写景与叙事于一体，来表达作者的思想感情。基于这个特点，可以在初读课文、理解内容之后，把三首诗词放在一起进行比较教学。在体会相同感情的同时，感受语言的各自特点，揣摩表达方法的不同。当然，也可以按顺序一首一首地进行教学，要有导有放，以第一首诗为例，学习理解诗的大意，体会作者的思想感情，揣摩作者的表达方法，二、三首诗则放手让学生自学，通过交流来理解诗意，通过讨论和教师的点拨来比较写法，通过诵读来积累语言。《梅花魂》课前，可以让学生搜集有关赞美梅花的诗文读一读，对梅花的品格有所了解，以便理解外祖父对梅花的感情。本文教学的重点是引导学生体会人物的思想感情，领悟作者的表达方式，可以采用以下思路展开教学：首先，在学生自读自悟、读通课文的基础上，请学生说一说，作者回忆了外祖父生前的几件事，从这些事中体会到了什么？使学生对文章有个初步的、比较全面的了解，对人物的思想感情有个初步的体会。然后，引导学生围绕“从课文的哪些地方体会出外祖父思恋祖国的感情”这个问题，深入读书，交流讨论。在交流中，相机引导学生读好有关的段落。在读书交流的过程中，学生从具体语句中，就可以对怎样表达人物的思想感情有所领悟。

《桂花雨》教学过程可以安排如下。首先，通过自读自悟，认读生字，了解课文大意，知道桂花给作者带来了哪些快乐。然后，再读课文，体会“这里的桂花再香，也比不上家乡院子里的桂花”的含义，体会作者的思想感情。有了自己的想法后，与同学进行交流，教师在学生交流时进行适当点拨。使学生体会到，作者的思想感情，正是从“我”对有关桂花的童年小事的回忆及母亲的话里表达出来的。最后，引导学生有感情地朗读课文，进一步体会作者是怎样表达自己的思想感情的。读出摇花带给作者的快乐，以及无穷的回味。《小桥流水人家》本文是略读课文，教学时要让学生充分地自读自悟，结合课文前的阅读提示，边读书边思考。在交流中，教师相机点拨学生思考“那段日子，是什么样的日子？那些美好的印象，是哪些美好的印象？”来帮助学生了解课文内容，想象作者家乡景色的美好，人们生活的惬意。《口语交际习作二》本次口语交际的话题是策划一次主题为“浓浓的乡情”的活动。目的是激发学生热爱家乡的思想感情，借助策划活动，学习怎样和别人围绕着一个话题来讨论，商量出一个结果。在教学本组课文时，教师应有意识地引导学生搜集有关乡情的诗词、歌曲、文章等，一是加深对课文内涵的体会，二是为这次活动做准备。策划这次活动，学生重点讨论的问题是活动的内容：表演哪些节目，由哪些同学表演，怎样表演才能使节目更精彩。在讨论过程中，要引导学生不仅要积极地参与，把自己的想法说清楚，还要注意倾听其他同学的发言。《回顾 拓展二》教学交流平台的目的是引导学生体会抒发感情的方法。交流的时候，除了联系课文，联系自己的习作，也可以联系读过的其他诗文，这样话题会更展开一点。交流时，可以一边谈表达方法，一边读相关的段落或句子，这样一是避免交流时语言枯燥，二是与文章紧密联系，会加深对表达方法的体会。当然，这个内容可以根据教学实际来灵活安排。比如，可以分成几个层次来交流：在教学的过程中初步交流一篇课文是怎样表达思想感情的；在课文都学完之后，整体交流几篇课文分别是怎样表达思想感情的，为学生习作奠定基础；在学生写完了习作后，安排交流习作中是怎样表达思想感情的，进一步学习并掌握课文的表达方法。

第三组

本组教材编排了4篇培养学生科学素养、人文素养的说明文，《鲸》和《松鼠》介绍了有关动物的一些知识，向学生开启了一扇探索动物世界的科学之门；《新型玻璃》介绍了一些新型玻璃的特点和用途，以使学生感受科学技术的神奇和威力；《假如没有灰尘》揭示了科学家们的重大发现，阐释了灰尘与人类的重要关系。

本组教材的几篇课文是以前学习说明性文章的延伸与发展。选编本组教材的目的，一方面是为了让学生了解一些科学知识，唤起学生探索自然、科学奥秘的兴趣，激发学生学习的自觉性；另一方面是要让学生了解说明的方法，体会作者怎样准确地用词、形象地表达，并在习作中加以运用。教学本组教材，应注意以下几点：1.要有拓展课程资源、加强学科整合的意识，一方面鼓励学生利用多种渠道搜集有关信息以扩展知识面；另一方面在科学课教师的帮助下，努力提高学生的科学素养。2.在教学内容上要统筹安排，把课文的学习与口语交际、习作、交流平台和课外书屋有机整合起来。如，一进入本组课文的学习，就推荐优秀科普著作，引导学生阅读，在本组教学即将结束时召开读书交流会；在学习每篇课文时，要指导学生认真做好笔记或卡片，总结从课文中获取的知识和信息，列出课文中运用的表达方法及例子，为“交流平台”中的单元小结做好准备。3.不要把语文课上成科学常识课，对于课文中涉及的一些科学知识，在语文课上不宜深究，应把教学的着眼点放在理解语言文字所表达的主要内容和学习说明文的表达方法上。《鲸》要重视读写有机结合，使学生在读中理解吸收，又在写中练习运用，以加深对课文内容的理解和对表达方法的领悟。在感悟课文内容、体会作者的表达方法之后，可以让学生再补充介绍一些课前搜集的有关鲸的资料，教师也可以为学生展示白鲸、虎鲸、蓝鲸、座头鲸等不同种类的鲸的图片。之后出示一些随文练笔作业，请学生任选其一完成。《松鼠》探究本文与《鲸》在表达上的异同，是本课的教学重点。在学习了两篇介绍动物的文章后，可以进行一次改写练习，引导学生将课文《鲸》仿照本文的表达方法进行改写，也可以让学生将本文仿照《鲸》的表达方法改写成一般性说明文。

《新型玻璃》教学本课前，可以布置学生搜集有关新型玻璃的资料，观察现实生活中新型玻璃的广泛应用，以扩展知识、开阔视野，为课堂教学做好准备。为了激发学生的学习兴趣，教学伊始，教师可先告知学生这堂课将要召开新型玻璃展销会，前提是要学好《新型玻璃》这篇课文。在学生熟读精思，基本消化了课文的内容和语言后，便可组织召开“新型玻璃展销会”。《假如沒有灰尘》领悟说明文的表达方法，是本课的教学重点。在学生理清线索、理解内容之后，教师应引导学生运用精读课上学到的阅读方法自读自悟。

《口语交际习作》这次习作是围绕本组专题设计的，在阅读了四篇说明文之后，让学生也来练习写一写说明文，旨在鼓励学生将阅读中体会到的说明文的表达方法及时运用到习作中去，使学生在习作实践中不断提高表达能力，受到热爱科学的教育，陶冶热爱生活的情趣。

第四组

本组所选的四篇课文，情节性强--学生爱读；语言质朴简洁--学生能读；含义深刻--也许会影响学生一辈子，可他们不一定能真正读懂，这正是本单元课文教学的重点所在。好在每篇课文，特别是两篇精读课文，都有直接点明文章主旨的重点句，我们可以凭借这些关键词句，引导学生深入体会，不仅读懂课文本身，而且能延伸到生活，从中有所发现，得到启示--这也是本单元重点要培养的语文能力和需要落实的情感、态度、价值观的目标。

教学本组课文，首先要引导学生走进文本，为文本中的人和事所感动，从中受到启发和教育；然后，带领学生走出文本，回到多彩的现实中，联系生活实际，感悟待人真诚、诚实做人的重要，师生共同努力，一起为生活这本书增添新的美好的篇章。最后，还得再回到文本：对于课文中给人深刻启示的重点语句，能够熟读成诵，牢记于心，自觉用这些富有哲理的话来指导和规范自己的行为，做一个诚实善良、乐观向上、有益于社会的人。

《钓鱼的启示》理解课文中含义深刻的词句，从中得到启示，是本单元学习的重点。在落实这一单元重点时，需从学生的实际出发，首先应基于课文--结合课文内容读懂句子的意思，然后适度联系学生生活实际，切实受到教育，引导学生学习课文中的爸爸和“我”，用自己平凡的行动为生活这本书增添新的篇章。《落花生》深入学习时，重点应放在理解爸爸说的“所以你们要像花生，它虽然不好看，可是很有用”这句话上，由落花生的特点体会做人的道理。文章采用的是借物喻人的写作方法，教学时应突出这一特点。《珍珠鸟》学习课文的过程中，可以引导学生发挥想象，体会作者和珍珠鸟之间的感情。学完全文，建议回读文前的“学习提示”，落实提示中提出的“结合生活实际，和同学交流对‘信赖，往往创造出美好的境界’这句话的体会。”以加深对课文重点句的理解和认同。

《口语交际习作》在这次“口语交际”及“习作”中，编者安排了丰富的内容，分别从三个不同的角度，为学生提供了说话和习作的思路：可以是一件小事，也可以从一条警句格言、一幅漫画说起、写起。为了降低习作难度，让学生有话好写，写自己想写的内容，建议：（1）将“回顾拓展四”提到“口语交际”和“习作”前进行教学，这样可以更好联系本单元内容，进一步发挥课文的范文作用，也可以为学生提供一些警句格言做参考；（2）可预先布置学生搜集一些有意义的名言和有趣的漫画，以进一步丰富本次“口语交际”和“习作”的内容。《回顾 拓展》这一板块的教学可参考以下步骤进行。（1）回顾本组四篇课文的课题。选择一篇自己印象最深或自己最感兴趣的课文，说说主要内容和所得到的启示。（2）独立摘抄各课的重点词句。（3）选背自己最喜欢的句段，联系生活实际，说说从中受到的启发。（4）拓展。说说学了本单元课文后其他方面的收获（例如，对作者的了解，所引起的联想，对课文表达上的感悟。

第五组

本组教材围绕着“遨游汉字王国”这个主题，引导学生进行综合性学习，初步了解汉字的特点和发展历史，加深学生对汉字和中华传统文化的感情，提高正确运用汉字的自觉性。同时培养学生策划和开展活动、查找和运用资料的能力。“遨游汉字王国”分成“有趣的汉字”和“我爱你，汉字”两大板块。每个板块的主体是“活动建议”，希望学生根据这些建议的提示，按照当地实际情况自主地开展活动。“阅读材料”供学生在开展活动时阅读，对于了解必要的知识、启发思路是很有帮助的。当然，开展活动的材料不止于此，学生可以自己去搜集，教师也可以补充提供。这是学生第一次开展较长时间的综合性学习，为保证活动的效果，活动前要制订计划；活动结束后，要展示和交流活动成果。每个板块后面有一些要求认读的字，第一个板块后有10个字，第二个板块后有13个字。让学生结合阅读学会认读，也可以在活动结束后集中认读。这次综合性学习可以开展的活动主要有：（1）小组讨论和制订活动计划。（2）举行猜字谜游戏；搜集有汉字谐音特点的歇后语、笑话；搜集有关汉字来历的资料，了解汉字的起源。（3）搜集汉字字体特点及变化的资料，了解汉字的历史；进行社会用字调查，写简单的调查报告；搜集书法作品，举办书法展览。（4）用多种方式展示综合性学习的成果。

实施要点：

1.制订活动计划。为了让活动有序开展，需要制订活动计划，使小组每个成员明确活动时间、内容、方式、分工等。活动计划是一种应用文，有一定的格式，教师要对怎样制订活动计划加以指导。一般来说，活动计划分标题、正文两部分。标题要写清什么单位、开展的是什么活动。正文要写清“什么时间”、“做什么”（目标、任务）、“做到什么程度”（要求）和“怎样做”（措施办法），以及“由谁做”（参加人员和分工），也可以把要做的事逐项列出，看起来有条不紊。末尾写上制订计划的日期。

2.猜字谜是学生喜爱的游戏。开展这项活动重在让学生感受汉字的有趣。所以，要鼓励学生把活动设计得有趣味，吸引同学。对猜出来的字要求学生说说是怎么想的，注重思考的过程。有时还需要教师举例说明思考的方法。在自编字谜时，鼓励学生一字多编，活跃思维。

3.谐音的表现形式很多，歇后语是比较常见的，可以让学生通过工具书、网络等去搜集。有些笑话比较低俗，学生搜集之后需要加以选择，避免把低俗的笑话向全班介绍。

4．《仓颉造字》和《“册”“典”“删”的来历》两篇短文可以让学生略读。《仓颉造字》可以在阅读的基础上做两件事：一是谈谈没有文字的不便，鼓励学生想象“结绳记事”、“物语”的好处和问题，体会文字发明的重要性；二是讲讲仓颉造字的故事，培养学生的口头表达能力。

5.了解汉字演变的过程。开展这项活动，要尽量利用两则“阅读材料”。

6.认识错别字产生的危害，防止和纠正错别字。这项内容可以开展以下活动：（1）阅读《一点值万金》，再交流自己的感受。（2）搜集有关写错别字闹出的笑话或造成严重后果的事例。（3）走上街头，调查招牌、广告等用字情况；检查电视字幕用字不规范的情况。

7.汉字书法欣赏。这项活动可以从阅读课本开始：先欣赏课本上提供的优秀书法作品，说说自己为什么喜欢它们；然后拓展到课外，搜集碑帖，参观书法展览，访问当地有书法特长的人，举办小型书法展览等。

8.习作。活动结束后，鼓励学生把活动的收获用笔写下来。

9.汇报、交流和总结。在本次综合性学习结束之前，要进行汇报、交流和总结。汇报、交流的形式有多种，教材中提示的有编小报、办展览、开成果汇报会，此外还可以开展“汉字知识竞赛”。

10.综合性学习的评价。综合性学习的评价应着重考察学生的探究精神和创新意识。既评价个人，也评价小组，关注个人在活动中的合作态度和参与程 度。这次综合性学习，可以采用“成长记录评价”。

第六组

在本组教材的教学中，要紧紧扣住“父母之爱”这一专题，整合全组教学资源，把阅读、口语交际、习作等语文实践活动有机结合起来。学习课文，应引导学生重点抓住人物的外貌、语言、动作和心理描写，品读文本，再现情境并联系生活实际体验文本，体会课文表达的思想感情。口语交际要让学生充分发表意见，引导学生正确认识父母的爱。习作应在联系生活、表达真情上下功夫，让习作源于生活，服务于生活，通过习作加强与父母的沟通。《地震中的父与子》深入阅读时，要抓住牵一发而动全身的关键词句引导学生理解，深究为什么说是“了不起的父与子”。通过对人物外貌、语言、动作描写的重点句的品读，理解内容，体会情感。还要抓住课文中有特色的语言，在阅读中学习表达。《慈母情深》在读通、读熟课文的基础上，让学生默读课文，理清作者思路，勾画出描写的语句，体会课文是怎样表现母亲的深情的。然后组织学生交流自己读懂了什么，有哪些感受和体会，还有什么没有解决的问题。教师相机指导。在理解内容的基础上，要注重朗读。让学生在读中再现情境，在读中体会感情。《“精彩极了”和“糟糕透了”》先让学生练读课文，读正确，读流利。然后将课文分成童年的故事和后来的认识两部分，引导学生精读。然后，让学生联系实际，想一想，家长对自己的鼓励和批评，在自己的成长中起到了怎样的作用。《学会看病》在学生初读课文的基础上，让学生按照课文前的阅读提示，边读书边勾画出描写母亲语言和心理的句子，体会母亲感情的变化，然后交流。体会母亲的感情，有感情地朗读是重要的手段。指导学生有感情地朗读，应穿插在学生交流感悟体验之中。《口语交际习作》先通过出示三则生活中的小故事，引出话题，让学生评说，提出自己的看法。“口语交际”的另一个话题，是把自己与父母之间发生的小故事讲给同学听，并谈谈看法。这是前一个话题的拓展，与生活联系得更紧密。教学中，结合三个故事谈看法，要广开言路，畅所欲言。口语交际过程中，要让学生打开思路，充分交流。同时，要注意搜集反馈信息。在教学的全过程，教师都要加以引导。习作教学中，首先要引导学生打开思路，选好写的内容，这是习作能否做到真实具体、言之有物的关键。第二是沟通要真诚，只有真诚，才能做到表达真情实感。把习作读给爸爸妈妈听，这个环节一定要做好，目的是让孩子加强与父母的沟通，增进了解，融洽关系，形

成良好的家庭育人氛围。这也是语文学习与生活紧密联系，为生活服务的具体体现。

第七组

一个民族，一个国家，要有高瞻远瞩、面向未来的宽广胸襟，但前事不忘后事之师。只有牢记历史教训，只有保持清醒的头脑，我们的事业才能长盛不衰，我们的民族才能绵延不息。课文，应在阅读课文的过程中，引导学生抓住语言文字体会文章的思想感情，结合相关资料让学生了解中华民族受尽屈辱的历史，勿忘国耻；通过整合阅读、口语交际与习作等教学内容，使学生受到爱国主义的熏陶感染，增强历史责任感与使命感；还要从课文中领悟写作方法，提高表达能力。同时，还要引导学生总结交流整理资料的方法，提高搜集与处理信息的能力。《圆明园的毁灭》介绍“圆明园辉煌的过去”（第二至四自然段）是文章的重点内容，也是难点，可以引导学生自主探究。探究要有个主题，可找出文章中三个高度评价圆明园的历史地位和文化价值的句子。教学“毁灭”这一自然段，要利用好课后思考题。可采用换词、删词法。《狼牙山五壮士》教学时，再通过全班交流与教师点拨，明确这些语句所体现的五壮士的伟大精神，并通过有感情的朗读把自己的感受表达出来，课文中的插图可以充分利用起来，图文结合感受五壮士的高大形象与伟大精神；最后在理解课文内容的基础上，概括各部分的小标题。另一方面要引导学生从课文的叙述中领悟到一些写人记事的表达方法：如，按事情发展顺序写；突出人物特点与中心思想的部分详写，其余内容略写；抓住人物的动作、神态、语言写具体；有多个人物时既突出重点人物，又兼顾其他人物等。

《难忘的一课》在教学中，要引导学生在了解内容的基础上结合文中语句体会思想感情，激发学生对侵略者的痛恨和对祖国的热爱之情，做到披文入情，入境动情。在理解内容、体会感情的过程中，要多让学生朗读，在朗读中加深感悟，把理解出的内容和体会出的感情通过朗读表达出来，从而受到爱国主义情感的陶冶与感染。《口语交际习作》本次口语交际是以“不忘国耻，振兴中华”为主题，开展一次演讲活动。其目的在于培养学生初步的演讲能力，增进学生对近代中国屈辱历史的了解，培育学生的民族精神与爱国热情，增强学生的历史责任感。公开演说能力，是学生未来生存与发展的重要能力，要从小培养。但小学生演讲，主要是一项口语交际的练习，因此要求不要过高，能围绕一个主要意思作一两分钟的发言，语言比较流畅，态度比较大方，感情比较真挚即可。本次习作是学写读后感。经常写读后感，可以提高阅读和作文的能力；还可以增长见识，提高认识事物的能力。教学时，可以参照下列步骤引导学生进行习作。第一步：让学生阅读提示，了解什么是读后感及写读后感的作用。第二步：赏析范文，引导学生自主发现读后感的写法。第三步：明确要求，开启思路。本次习作主要是围绕本单元课文或同专题文章写读后感，把习作与单元专题结合起来，把写读后感与整理、运用资料结合起来，提高学生的语文综合素养。第四步：引导学生自改互评，教师及时批阅反馈。

第八组

毛泽东--中国人民的伟大领袖，中华人民共和国的缔造者之一。本组走进毛泽东，让学生去感受他伟人的风采和凡人的情怀，是本组教学的主要目标，同时，在感受的过程中，要重点帮助学生体会文章的思想感情，学习场面描写和人物描写的一些基本方法。感受毛泽东伟人的风采和凡人的情怀，对学生而言，有诸多困难，加上本组是本册的最后一组教材，更要注重已有语文能力的综合运用。教学时，一是要尽可能地组织学生搜集与课文相关的材料，以帮助学生读懂课文；二是要尽可能地帮助学生运用已获得的知识和方法自读课文；三是要注意把握理解的要求，不要盲目求深求透，如，对《长征》一诗的理解，学生有所感悟、大体读懂即可。《七律 长征》本课教学可按下列步骤进行：（1）简要介绍长征，如，时间，经历的省份、山水，一些重要的战斗等。可让学生根据自己的了解介绍，老师作必要的补充。（2）初读全诗，交流阅读收获。初读时要尽可能地多读几遍，力求读准字音，读通句子。交流的内容可以是质疑，可以是点滴的体会，也可以是印象深刻的地方。（3）细读全诗，理解每句诗的意思。弄清每句诗的意思时，应引导学生结合查阅的资料（如，文字、图片、影 视资料），深刻体会红军长征途中的“难”以及红军战士的“不怕难”，不要仅仅就字就词孤立地分析讲解。（4）有感情地朗读和背诵诗句，在诵读中进一步体会红军的战斗豪情。（5）拓展延伸，读读所搜集到的毛泽东的其他诗词。《开国大典》透过一个个场面，体会人民群众激动、自豪的心情，是本课教学的重点，也是难点。怎样帮助学生体会这种思想感情呢？一是要提供一些与课文相关的材料，是要尽力引导学生去想象场面情景，把心放到课文中去，设身处地地去读、去想。引导学生想象时，要注意抓住一些关键词、句，通过对这些关键词、句的揣摸来体会人们的思想感情。三是要指导学生有感情地朗读课文。《青山处处埋忠骨》感受毛泽东常人的情感世界和超人的博大胸怀，这是本课教学的重点，也是难点。教学时，让学生交流自己深受感动的地方，抓住一些细节描写，联系、调动学生的家庭亲情指导学生去感受。本课教学要以读为主，读读、议议、读读，特别是学生交流了自己深受感动的地方后，要安排时间自由朗读课文，在读中进一步感受毛泽东的情感，在读中升华学生自己的认识。《毛主席在花山》本课的叙述通俗易懂，又是一篇略读课文，可按照课文前面“导读”要求，安排学生自读课文，教师重点组织学生交流讨论：你从毛主席在花山的几件事中体会到了什么。组织学生交流讨论时，要注意不要脱离课文，要紧紧抓住那些细节描写，扣住具体的词、句来体会。《口语交际习作八》教学前，要布置学生回顾观看（听过、阅读过）的有关毛泽东或其他革命领袖、英雄人物的影视片（故事）。可搜集相关资料制成卡片，如，自己喜爱的影视作品的名称、主要人物、故事梗概、精彩情节。教学时，要对推荐者和听众提出明确要求：推荐者要讲清楚作品名称、主要人物、故事梗概、精彩情节、观（读、听）后感想；听众听时要认真，抓住要点，有不清楚的地方可直接询问，还可以补充相关情节或谈自己的感想。可以先分组活动，然后在全班举行“革命领袖、英雄人物影视作品推介会”。推介会中，要充分体现双向互动的特点，教师要注意从口语表达、交际态度等方面加以指导，以达到本次口语交际的要求。这次习作，安排了两个内容供学生选作：一是学习《开国大典》场景描写的方法，按时间顺序描写一个场景；二是从最近读过的文章或看过的影视作品中，选择一个写梗概。写场景。这对学生而言并不生疏。本次习作要求把场景写具体，写清楚，这正是学生写场景的难点。指导时，要充分利用范文《开国大典》，可选择《开国大典》中的一个场景描写组织学生再阅读感悟，看看《开国大典》一文是如何把场景写具体，写清楚的。学生习作过程中，要体现先说后写的原则，学生说时，教师要发挥主导作用，组织学生互评、互帮，或教师指导，让学生把选择的一个场景说具体，说清楚，说后即写。写梗概。过去训练不多，属新学内容。写梗概一般要经历如下过程：①熟悉文本（作品）；②理清脉络，抓住重点；③用简洁的语言归纳概括。指导时，可先以学生熟悉的课文为例，写出梗概，给学生予以示范。再组织学生试写梗概，写后评议、修改、完善。由于是新学内容，不必要求过高。

1窃  读  记

学习目标

a.认识“窃、腋”等7个生字，会写“窃、炒”等14个生字，正确书写“支撑、倾盆大雨、饥肠辘辘”等词语.

b.正确、流利、有感情地朗读课文，把握课文主要内容，体会作者热爱读书的思想感情.

教学重点：  感悟描写“我”动作和心理活动的语句，体会作者遣词造句的精妙.

教学过程

课前准备

1.课前发动学生搜集名人读书的故事或读书名言.

2.自学生字新词.

3.课件出示相关句子.

第一课时

直奔“窃读”.整体感知

1.同学们，我们已经预习了课文，知道“窃读”可以换成一个什么词?(偷读)，你知道课文记叙了一件什么事?

2.整体感知课文.

a．自读课文，注意生字的读音.

b．认读生字词.

c．指名分段读课文，看看字音是否读准，句子是否读通顺.

d．再读课文，想一想课文记叙了一件什么事?(“我”因无钱买书而偷偷躲在书店看书.)

品味“窃读”,感受渴望

1.边默读课文边用“_____”划出描写“我”是怎样“窃读”的语句.读一读句子，说一说体会.(小组交流、汇报.)

2.重点品读文中描写“我”的动作和心理活动的语句.

a．“我跨进店门……踮起脚尖，从大人的腋下钻过去.哟，把短发弄乱了，没关系，我总算挤到里边来了.”

(1)画出句中表示动作的词.

(2)感悟形象：从这一系列的动作中，你仿佛看到了什么?

b．“急忙打开书，一页，两页，我像一匹饿狼，贪婪地读着.”

(1)这句话把什么比作什么? (2)“饿狼”给我们留下的是不太美好的形象，可“我”却把自己比作“饿狼”，那样“贪婪地读着”，这样写有什么好处?(表现出作者如饥似渴地读书.)

(3)你在生活中有这样的体验吗?说一说.(4)结合生活体验，相机指导朗读.

c．“我有时还要装着皱起眉头，不时望着街心，好像说：‘这雨，害得我回不去了.’其实，我的心里却高兴地喊着：‘大些!再大些!’”

(1)读了这句话，你发现了什么?(一般人物的神态和内心是一致的，从神态描写可以看出心理活动，可这句话中，神态和内心是不一致的.)

(2)这样写有什么好处?(突出了作者酷爱读书已经达到了入魔的程度.)

d．美读升华：你能把自己对“窃读”的理解与感悟读出来吗?生读，师评：同学们的朗读，把一个渴望读书、热爱读书的孩子展现在我们的面前.那大家知道，“窃读”时，“我”的心理有一种怎样的感受吗?

3.自主品读“窃读”的滋味.

a．课件出示句子：“我很快乐，也很惧怕--这种窃读的滋味!”

b．从课文中找到有关语句，自主交流：“我”为何快乐，又惧怕什么?

c．相机指导朗读.

深悟“窃读”，回归整体

观察课文插图，刚才我们跟随作者一起走进书店“窃读”，在你的眼里，她是一个怎样的孩子?(生答.)确实是这样，她为了读书可以忍受饥肠辘辘、腿酸脚木，为了读书可以连跑几家书店才看完一本书，为了读书可以克服任何的困难!让我们再次读好课文，共同品味“窃读”的“快乐”与“惧怕”.

第二课时

复习旧课，导入新课

1.导人：上节课我们了解了“我”是怎样“窃读”的，请同学们把印象深刻的句子再读一读.

2.学生自由读文.

3.这节课我们要探究是什么原因鼓励“我”窃读.

合作探究，深入研读

1.合作小组研读最后一个自然段，要求(课件显示)：

a．联系课文和生活实际，谈自己对这句话的理解.

b．交流课前搜集的读书名言，谈自己对这句话的理解.

2.汇报交流.

3.总结：“书籍是人类进步的阶梯”，一个人如果放弃了读书，那是多么可怕的事!让我们时刻铭记这句至理名言--“记住，你们是吃饭长大的， 也是读书长大的!”

4.诵读句子.

回归整体，理清层次

1.同学们，课文学到这里，大家明白了作者是按什么顺序记叙这件事的吗?

2.尝试分段，说说每段的主要意思.

积累内化，课外拓展

1.自选感兴趣的、最欣赏的描写“我”的动作和心理活动的语句，进行美读积累，并摘抄在作业本上.

2.根据综合性学习的要求，自选活动，感受阅读的快乐.

2小苗与大树的对话

教学过程

学习目标

1.认识本课生字.

2.朗读课文.

3.理解课文内容，懂得应该多读书、读好书，感受读书的乐趣.

课前准备

1.收集有关季羡林先生的资料.

2.布置学生列出自己喜欢的课外书清单.

揭示课题.质疑问难

1.齐读课题：小苗与大树的对话.

2.质疑问难：读了课题，你想知道些什么?小苗是谁?大树又是谁?

3.互相交流：把收集到的有关季羡林先生的资料与大家分享.

4.这篇课文的形式与我们以前读的课文有什么不同?

初读课文.感知内容

1.自由读课文，读准字音，读通句子，想想苗苗和季先生对读书有哪些见解，做好批注.

2.同桌互相检查读课文，互相评议.

3.指名朗读课文，提出不理解的字词，大家帮助解答，或查字典，或联系上下文理解.

4.交流汇报：苗苗和季先生对读书有哪些见解?你是从哪些词句了解到的?

深入感悟，明白道理.

1.小组合作学习：边读课文，边完成表格.

2.各小组派代表汇报，其他组员可以补充.

3.重点围绕以下句子交流自己的感受.

a．文学家鲁迅曾经讲过，要把文章写好，最可靠的还是要多看书.

b．21世纪的青年，要能文能理.

c．三贯通，这才是21世纪的青年.

d．古文也很重要.我觉得，一个小孩起码要背两百首诗，五十篇古文，这是最起码的要求.

积累运用.培养能力

1.把自己感受最深的句子画下来多读几遍.

2.结合自己的学习生活实际，谈谈多读书、读好书的体会.

拓展活动

向大家介绍自己喜欢的书.

3走遍天下书为侣

学习目标

1.认识“侣、娱”等4个生字，会写“侣、娱”等9个生字.

2.正确、流利、有感情地朗读课文，背诵课文第7自然段.

3.理解课文内容，体会读书乐趣，学习一些读书方法.

教学过程

课前准备

生字词卡片.抄有重点词句的小黑板.

第一课时

谈话导入，激发兴趣

1.一本好书，蕴含着丰富的知识和美好的情感.古今中外有成就的人，都喜欢阅读，从童年时的“窃读”，到季先生对读书的见解，可以看出他们都善于从书中汲取营养.今天，我们学习第3课“走遍天下书为侣”.

2.齐读课题.释题.(侣：伴侣.)

3.用自己的话说说课题的意思.

朗读课文，整体感知

1.自由读课文，读准字音，读通句子，不理解的词语做上记号.

2.指名分自然段读课文，正音.

3.提出不理解的字词，大家帮助解答，或查字典，或联系上下文理解.

4.默读课文，想想作者选择一本书陪伴自己旅行的理由是什么，在书上作批注.

再读课文.理清层次

1.小组合作读课文，交流：作者选择一本书陪伴他旅行的理由；作者“一遍又一遍地读那本书”的方法分别在课文的哪些段落.

2.齐读课文第5自然段，与大家交流读懂了什么.

3.课件出示关键句子：

a．“你喜爱的书就像一个朋友，就像你的家.”

b．“你已经见过朋友一百次了，可第一百零一次再见面时，你还会说：‘真想不到你懂这个! ’”

c．“你每天都回家，可不管过了多少年，你还会说：‘我怎么没注意过，灯光照着那个角落，光线怎么那么美!’”

把这些句子多读几遍，再充分说说自己的感受.(鼓励学生畅所欲言，抓住“朋友”“家”“一百次”“多少年”，发表不同的见解.)

4.齐读第6自然段，联系上下文说说“新东西”指的是什么.

5.有感情地朗读第4～6自然段，再次感受作者选择一本书陪伴自己旅行的理由.

第二课时

激趣读文，深入感悟

1.朗读课文第1～6自然段.

2.自由读第7自然段，想一想“我”读那本书的方法到底是怎样的?从哪些词句看出“我”是在“一遍又一遍”地读.(抓住“首先、然后、最后”这三个表示顺序的词语感悟.)从这“一遍又一遍地读”，你们感受到什么?

3.联系实际交流作者读书的方法.用上“首先……然后……最后……”说一说.

4.默读最后一段，想一想：作者除了把书比作一位朋友，还比作什么?为什么会这样比?这样比的好处是什么?5.有感情地朗读最后一个自然段.

积累运用，升华认识

1.画出自己喜欢的段落多读几遍.试着背一背第7自然段，再与伙伴比赛，看谁记得又快又牢，并谈谈自己的感受.

2.思考交流：作者读一本书的方法对你有什么启示?说说如果有一本书陪伴你去旅游，你会怎样去读?(用上首先……然后……最后……)

3.还有什么感兴趣的问题?提出来与大家交流.

拓展活动

1.读一读“阅读链接”--《神奇的书》，把自己的感受用几句话写下来.

2.向大家介绍你怎样读一本自己喜爱的书，并说说你喜爱它的原因.

布置作业

1.背诵第7自然段.

2.抄写生字词.

3.完成课后“小练笔”

第二单元

4.我的“长生果“

学习目标

认识“扉、瘾”等12个生字.学生互相提醒认清字型，读准字音.朗读课文，把握课文主要内容，重点感悟作者从读书和作文中受益的语句.

课前准备

学生预习课文，遇到不理解的字词查字典.

教学过程

谈话导入

1.同学们听说过“长生果”吗?(板书：长生果)吃了长生果会怎么样?板书课题，并指名读课题.

2.读了课题以后，你想知道什么?这是一篇略读课文，同学们要运用平时学到的方法自己读懂课文.

初读课文，整体感知

1.自由朗读课文，读准字音，读通句子，并标好自然段的序号.

2.提醒需注意的字音：心扉的“扉”读第一声，水浒的“浒”不读许，过瘾的“瘾”是前鼻音，馈赠的“馈”声母是k.

3.默读思考：“我的‘长生果’”是什么?作者写了童年读书、作文的哪几件事，从中悟到了哪些道理?找到有关的部分画下来.

细读课文.感悟体会

1.“我”的“长生果”是什么?(书是“我”的“长生果”.)

2.作者写了童年读书、作文的哪几件事?

a．作者是怎样读这些书的?(板书：津津有味、如醉如痴、牵肠挂肚)

(1)从作者这样读书中，你体会到了什么?(作者非常喜欢书.)

(2)指导朗读相关的句段.

b．作者从作文中悟到了什么道理?读ll、14自然段.理解“别出心裁、呕心沥血”等

词语.

3.读书和作文有什么联系吗?从文中找到有关的句子，并谈谈理解.

4.作者为什么说书是“我”的“长生果”?(书像长生果一样，对我有好处.)

为什么又把书称为人类文明的“长生果”呢?(书是．-j-~流传下来的，我们通过读书可以知道过去发生的事情，书就像“长生果”一样不老.)

积累语言.交流感受

1.认真读自己感受较深的句子或段落，与同学交流体会.

2.课外积累有关读书的格言警句.

口语交际习作一

学习目标

通过讲述读书故事、交流读书体会、介绍采访心得、开展辩论等活动，增强学生表达、倾听和与他人交往沟通等能力，促进学生养成多读书读好书的 良好习惯.根据开展活动的情况，选择一个角度进行习作，学习运用平时积累的语言材料.练习修改自己的习作.

课前准备

自由组成小组开展“我爱读书”综合性学习活动，感受阅读的快乐.

教学过程

第一课时  口语交际

激发兴趣，明确目标    在这次“我爱读书”综合性学习活动中，大家一定有不少收获吧?今天，我们就来交流一下.组内讨论，人人参与

1.你们小组开展了哪些活动，有什么收获呢?请同学们在组内交流.

2.学生在组内交流.教师巡视检查、督促，要求人人发言.对个别表达、交流有困难的学生，可采用个别辅导或同学互助的方法，鼓励他们积极发言.

3.互听互评，互相修正，共同提高口语交际水平.

4.推荐代表参加全班交流.为了使代表的发言能取得好的效果，小组成员可集体出主意、想办法，使发言的内容更全面、更精彩.

全班互动，交流评价

1.先集中分享各自的读书故事，再引导学生交流别人的读书经历.

2.你对谁说的话有同感?学生自由交流评价，感受阅读的快乐.

开展辩论.启迪思维

1.人们常说：“开卷有益.”但也有人说：“开卷未必有益，看了那些不健康的书反而有害.”你对这个问题怎么看?请同学们摆事实、说道理，展开一次辩论.

2.学生分成正、反两方展开辩论，教师及时指导、点拨.

3.师总结：好书会像营养品一样滋润我们的心灵，像朋友一样陪伴我们的人生，像窗户一样打开我们的世界，给我们力量、勇气和智慧.我们有什么理由不和好书交朋友呢?让我们养成爱好阅读的习惯，一生都与好书相伴吧!

第二、三课时  习作

谈话导入.激发兴趣

在口语交际课上，同学们通过讲述读书故事、交流读书体会、介绍采访心得、开展辩论等活动，体会到读书带给我们的乐趣.大家的发言都各有见地.把你们交流的内容进行加工整理，写下来就一定会成为一篇篇佳作.下面就请大家选择一个角度，把自己感受最深的内容写下来吧!阅读提示.明确要求 投影出示习作内容：

读书故事；

采访记录；

记一次辩论活动.

试写初稿，反复修改

1.学生进行习作，教师对有困难的学生进行个别指导.

2.学生完成初稿后，自己认真进行修改.

3.组内互读互改，提出修改建议.

4.按照小组同学的建议，再次修改自己的习作.

朗读佳作，共同赏评

每小组推荐一至两名同学，分别朗读各自的习作，可以是全文，也可以是片段.教师引导学生进行赏析.誊写作文，制作小报

1.再次修改自己的习作，满意后抄写在作文本上.

2.整理习作和收集到的资料，小组合作办一期以“读书乐”为主题的手抄报.

回顾拓展一

学习目标

1.通过回顾、交流学习本组课文后的收获，引导学生体会读书的乐趣，并学习一些读书的方法.

2.读背古诗句，积累古诗句，品味读书的好处及方法.

课前准备

查找有关介绍读书方法的资料.

教学过程

回顾“词语盘点”

1.学生自读“词语盘点”中的词语.

2.组织记忆竞赛、抄写竞赛，引导学生积累本组所学词语.

交流平台

1.围绕教材中提示的不同角度，小组内交流本组语文学习的收获和体会.

2.全班交流、展示.引导学生口头交流这段时间课外阅读的收获、综合性学习的收获：所了解的新的读书方法等，再把文字或其他形式的学习成果加以展示.

日积月累

1.激情导入.

我们中华民族是礼仪之邦，素以乐学好读为高尚美德，古代许多贤人学士写了许多这方面的警句，激励我们做个热爱读书的人.

2.出示日积月累中的句子.

a．学生自由诵读，注意读准字音.

5古诗词三首

学习目标

1.识记本课四个生字并正确书写、运用.

2.体会诗人借不同景物抒发情怀的写法.

3.感受诗人暗藏于诗中无限的思乡之情.

课前准备

1.了解王安石的生平.

2.了解宋朝诗人张籍、清朝纳兰性德.

教学过程

第一课时

导游介绍，激趣导入

(出示地图，标明“瓜洲”“京口”的大略位置.)

1.谈话：今天老师给你们当导游，好不好?

a．“汴水流，泗水流，流到瓜洲古镇头.”这首传唱了千年的歌谣向我们介绍的是瓜洲.瓜洲位于江苏省扬州南面，长江北岸.川流不息的长江水见证了瓜洲的兴衰，瓜洲曾经是“江北重镇、千年古渡”.

. b．而“京口”不仅是东汉吴国第一古都，更是文气洋溢的灵秀之地.许多诗人在此留下了千古绝唱的诗句：王昌龄的“洛阳亲友如相问，一片冰心在玉壶”，苏东坡的“但愿人长久，千里共婵娟”，(if-件展示诗句.)还有一首广为传诵的就是--王安石的《泊船瓜洲》.

2.板书诗题，读题.

3.过渡：为什么人们喜欢这首诗呢?先去读一读吧.

整体感知.直奔重点

1.学生用自己喜欢的方式读古诗.

2.指名读，正字音.尤其注意“一水间、数重山、照我还”.

3.反复多读几遍这首诗，结合课文注释，想想诗句的意思.你会有怎样的感受呢?

4.指名交流.(我觉得诗写得很关，写出了诗人想念家乡的感情.)

5.你最欣赏诗中的哪一句呢?

赏析诗句.感悟诗境

1.刚刚同学说得最多的就是这句诗，(课件出示“春风又绿江南岸，明月何时照我还”.)我们一起来读一读吧.(生齐读.)

2.能说说为什么喜欢这句诗吗?(指名答.)

3.有同学说，这句诗写出了江南美丽的景色.那就和你的同桌再互相读一读，说一说：在你的头脑中出现了怎样的一派景色呢?想到什么说什么.

4.同桌之间互读、练说.

5.指数名学生说.

6.小结：你们的回答很精彩!原来短短一句诗可以在人的头脑中出现这么多不同的画面，文字的魅力真是无法想象.

7.那就用朗读把感受表达出来吧.小组内练读，指名读.

8.听了同学们的描述，我仿佛看见了一派色彩斑斓的绮丽风光.

种“绿”色呢?仔细观察书上的插图，对你会有所帮助的.

9.指名答.(在江岸两边大面积出现的是草地、树木、青山……)

1◆.是呀，作者放眼望去，看见了--

练习题：你能填入表示不同绿色的词吗?

近处(    )的小草(    )的柳树，远处(    )的树林(   )高山.(学生口述)

11.诗人此时正遇早春时节，站在小船上举目四眺，满眼皆是绿色，让作者明显地感受到春天到了.

12.可别小看了这个“绿”字，它仅仅是告诉你春天来了吗?它还能让你感受到什么呢?

13.指名答.(感受到春天里的“绿”有着层次关，远近各不相同；“绿”还写出了春天景物的变化……)

14同学们理解得多丰富呀!把你感受到的“绿”读出来吧.男女生赛读.

15.小小的“绿”字却有大大的文章!引导阅读“资料袋”，介绍王安石推敲用“绿”字的故事.

16.听完“绿”字的故事后，你感受最深的是什么?(指名答.)

17.小结：是呀，一位如此优秀的诗人能为了一个字修改十多次，难道我们在平时的习作中不能做到吗?“世上无难事，只怕有心人.”

18.这首诗正是因为这个故事，让人们更加赞赏.那就让我们一起读出你的赞叹吧.

品评诗句.升华情感

1.过渡：这么美的绿，这么迷人的风光，谁不想多看两眼?谁不想留恋其中?诗人和我们一样陶醉在景色中忘乎所以了吗?(指名答.)

2.诗人想回哪里去?诗中的家乡是指哪儿?引导从课题“泊船瓜洲”和诗句“钟山只隔数重山”等处理解.

3.你能在地图上找到它大概的位置吗?先好好读读古诗.

4.学生上台指明.(老师点击课件，显示“钟山”的位置.)

简介：王安石的父亲曾在江苏南京为官，王安石是在那里长大的，对钟山即现在的南京

有着深厚的感情，可以说那里是他的第二故乡.

5.你从哪里能读出诗人急切地想回到家乡呢?

6.引导学生从“一水间”“只隔数重山”“又”“何时照我还”这些词句理解.(指名答.)

7.练习读出诗人无限的思乡情绪和急切盼望回家的感情.

回归整体.深化体验

1.这真是“露从今夜白，月是故乡明.”漂泊在外的游子对家乡是多么的牵肠挂肚呀!让

我们一起再来有感情地朗读这首诗.

2.练习背诵.

3.王安石，北宋时期著名的文学家、诗人、政治家，立志于国家改革.这首诗是他第二次出任宰相途经瓜洲时所写.短短28个字，展现了早春江南的一片嫩绿，抒发了久思故乡的一寸衷肠，更暗示了他对自己前途的担忧.此去京城，真能大展宏图吗?千头万绪涌上心头

……更让我们惊叹的还是他对文字的讲究，一个“绿”字令人不得不佩服他的风范!

第二课时

乐调情

1.播放歌曲《故乡的云》.

2.听!来自远离家乡游子们的声声呐喊.故乡的云总是那样的白，故乡的人总是无比的亲!王安石借春风问明月，何时才能荣归故里?那么，宋朝诗人张籍、清朝的纳兰性德又是如何表达胸中满溢的情怀呢?

读入情

1.读一读《秋思》和《长相思》，要求读准、读通，看看注释或借助字典查不懂的词.

2.指数名学生读，正音.(注意读准“意万重”“聒”.)

3.看看诗词的题目，你能发现什么?(指名答.)

4.这相同的两个“思”表达了诗人怎样的感情呢?和你的伙伴一起反复读上三遍之后，再好好想想.

5.读了这么多遍，让你感受最深的是什么?任选一首说.(指数名答.)

品悟情

1.诗人那浓厚的化不开的思乡之情，都藏在哪个句子中呢?默读，画出来.

2.指名答.

3.“洛阳城里见秋风，欲作家书意万重.”从这句诗中你读懂了什么?

4.学生同桌互相说一说；指名说.

5.指导朗读，读出诗人满腹惆怅、心事重重的感觉.

6.这句诗中诗人是借什么景物来抒发情感的呢?(指名答.)

7.你能用自己的话说说下面那句诗的意思吗?小组内交流.

8.引读“复恐匆匆说不尽，行人临发又开封”.

9.这一次又一次的封信、拆信、封信的过程，让我们深深感受到了诗人对家乡亲人的

挂念.

1◆.就让我们一起走入作者的情感中，去感同身受一番吧.(齐读.)

11.王安石见明月而惆怅，张籍见秋风而感慨.那么，清朝的纳兰性德又是如何将情巧妙的藏与诗中的呢?你能感受到吗?

12.小组内讨论交流，各抒己见.

13.全班交流，师引导注重体会“风一更，雪一更，聒碎乡心梦不成，故园无此声”.

议深情

1.学生任选一首配乐背诵.

2.在你背诵时，眼前出现了怎样的画面呢?(指名答.)

3.总结：读诗的人不同，想象到的画面就不同.我们不可能到诗人生活当中去，不可能看到那个朝代诗人面前真实的景色，但是，诗人们那份浓浓的思乡情，我想无论是谁都能感悟得到!因为诗中的字字句句无不包含着对故乡的想念、对家乡的思念.让我们一起再来背

一背这首感人的诗词吧.

记生字

1.找到本课四个生字，读读相关句子.

2.说说你有什么好办法记住它们?(指名答.)

3.指导书写：都是左右结构的字，注意写得左窄右宽.

4.学生练写.

6   梅  花  魂

学习目标

1.认识“魂、幽”等12个生字，会写“魂，缕”等14个生字，能正确读写“幽芳、漂泊”等词语.

2.有感情地朗读课文，读懂课文，感受外祖父的思乡之情.

3.领悟梅花不畏“风欺雪压”的品格.

课前准备

1.查找有关梅花的资料.了解梅花的特点.

2.自学生字词.

教学过程

第一课时

导入揭题

1.(教师板书“梅花”二字.)你见过梅花吗?你知道梅花的品格吗?    学生相互交流课前查找的有关资料.

2.(教师板书“魂”字.)查字典说说“魂”字的意思.

3.揭题释题.

a．读课题，你的心中有疑问吗?

b．学生针对课题进行质疑.

教师过渡语：是啊，梅花只不过是一种植物，它何来之魂?让我们带着疑问走进课文，解答心中的困惑.

初读感知

1.自由朗读课文，注意读准字音，读通句子，画出生字新词.

2.小组伙伴之间互相读课文，交流自读生字新词的效果.

3.全班交流，指名分段读.

4.用较快的速度再次阅读全文，想一想课文主要写了几件事?(五件事：a．外祖父常常教“我”读唐诗宋词，还常流眼泪.b．外祖父对墨梅图分外珍惜，“我”不小心弄脏，他竞大发脾气.c．外祖父因不能回国而难过得哭了.d．外祖父将最宝贵的墨梅图送给了“我”.e．分别那天，外祖父又把绣着梅花的手绢送给“我”.)

合作交流

1.讨论交流：比较课文中首尾两段，你发现了什么?(第一自然段作者由梅花想到了外祖父，最后一个自然段作者又由梅花图想到了外祖父那颗眷恋祖国的心.在写法上这是首尾呼应.)

2.过渡：是啊，看到梅花，看到那朵朵冷艳、缕缕幽芳的梅花，会让作者忆起已葬身异国的外祖父，外祖父留下的一方梅花图与手绢，让作者永远感受到外祖父那颗眷恋祖国的心.让我们和作者一起穿越时空隧道，走近外祖父，去感受一下吧!

3.分小组学习课文，画出令自己深受感动的句子，在旁边做简单的批注.

4.全班交流.

第二课时

听写词语

(“词语盘点”中“读读写写”里的词语.)

读“三哭”.感悟真情

1.读课文，画出有关描写外祖父哭了的语句，读一读，共有几处?(共有三处：教我读诗词时；得知不能回国时；送“我们”上船时.)

2.学生听录音跟读第2自然段，交流体会外祖父第一次哭时的情感.

a．了解外祖父教我吟诵的三句诗的出处，读懂它们的意思.

b．体会外祖父教我读唐诗宋词的用意所在.(这三句诗都表达了游子对家乡的思念之情，外祖父教“我”的目的在于借诗句表达他对家乡的思念.)

c．说说“外祖父哭了”的原因.(因为这些诗句触动了他思乡的情感，教“我”读着诗句，他心里涌动的是对家乡、对家乡亲人的怀念，泪水就不知不觉流了下来.)

3.探究外祖父的第二次落泪，体会他无法回到家乡的伤感.

a．教师朗读这部分内容，学生闭上眼睛想象：你看见了什么?用自己的话说一说.

b．你能理解这位老人此刻的心情吗?

久居异乡的外祖父日夜思念着自己的家乡，然而由于种种原因，他无法回到故里，于是他将这种思乡之情寄托在某种事物之上，请大家再认真读 读课文，想一想：

(1)从哪些词句中可以看出外祖父对梅花的珍爱?找到有关的句子读一读，读出体会和感受.

“唯独书房里那一幅墨梅画，他分外爱惜，家人碰也碰不得.”

◆出示一个句子进行比较：“书房里那一幅墨梅画，他很爱惜.”

◆说说这两个句子的异同，哪个句子更好?为什么?

“有生以来，我第一次听到他训斥我妈：‘孩子要管教好，这清白的梅花，是玷污得的吗?’

训罢，便用保险刀片轻轻刮去污迹，又用细绸子慢慢抹净.”

◆从外祖父的话中你感受到了什么?从外祖父的动作中你看出了什么?你能读好这句话吗?

(2)品读外祖父送画时的话，体会老人对梅花别样的情感.

“旁的花，大抵是春暖才开花，她却不一样，愈是寒冷，愈是风欺雪压，花开得愈精神，愈秀气.”

◆这句话中哪个词用得最多?

◆再读一读这句话，说说有怎样的感受?

◆此刻，在你的心目中，梅花具有怎样品格呢?用外祖父的话来回答.(她是最有品格、最有灵魂、最有骨气的!)

“他们就像这梅花一样.”

◆“他们”是指谁?为什么把他们比喻成“梅花”?

◆你知道中华民族有哪些有气节的人物?学生交流之后指导朗读.

◆你知道中华民族有哪些有气节的人物?学生交流之后指导朗读.

“一个中国人，无论在怎样的境遇里，总要有梅花的秉性才好!”

◆作为一个中国人，你怎样理解外祖父的这句话?

◆在外祖父的眼里，梅花代表着什么?(外祖父把梅花看做是中华民族精神的象征，是千千万万华夏子孙的“魂”.他珍爱梅花，赞美梅花，实则是在表现他那颗拳拳爱国之心.)

◆美读升华：你能似外祖父般把他的这番话读出来吗?

4.在何情况下，外祖父第三次掉泪?读一读，深人体会外祖父的思想感情.

a．哪个词使我们感受到了老人的“哭”?(泪眼朦胧.)

b．外祖父把珍爱的梅花图及手绢送给“我”，是不是不再思念家乡了?你如何理解外祖父的这一举动?

品语句，升华情感

1.从外祖父的一言一行中，我们不仅深深体会到了他对梅花的爱，对具有梅花秉性的中华儿女的爱，更体会到了他的爱是对中华民族精神的爱，是对祖国的深深的眷恋.请你有感情地朗读外祖父说的话和外祖父为作者送行的有关语句.

2.面对这样一位身居异乡的老人，我们的心中能不对他产生敬意吗?让我们饱含敬意朗读课文中首尾两段.

归整体，理清层次

1.读到这里，你发现课文首尾两个自然段有什么联系吗?这样写有什么作用呢?

2.尝试分段，说说每部分的意思.

重积累，延伸拓展

1.把文中使自己感动的语句或段落抄写下来.

2.故乡，祖国，让多少身居在外的旅人、游子产生了无尽的思念与眷恋；几千年来，多少文人墨客吟诵出了无数思乡爱国的诗篇，你会吟诵吗?

3.学生吟诵熟知的有关诗篇.

7桂  花  雨

学习目标

1.学会“箩、杭”2个生字.

2.正确、流利、有感情地朗读课文.

3.学会边读边想象课文描述的情景，边读边体会作者通过景物表达的思想感情.

4.培养热爱生活的情趣和热爱家乡的思想感情.

课前准备

1.按要求预习课文，自学生字词.

2.查找有关桂花的资料.

3.准备“摇花乐”的课件.

教学过程

第一课时

自读提示明要求

◆师生谈话：说说在儿时曾发生过哪些有趣的事?

◆教师导语：童年曾发生过的趣事令我们难忘，只要一想起它，我们仍会感受到一种快乐.今天我们要读的课文的作者就用手中的笔把童年趣事记录了下来，让我们走进课文，共同感受作者表达的情感.(板书课题：桂花雨)

◆交流课前查找的有关桂花的资料后，针对课题说说想了解哪些内容.

初读课文知大意

◆用较快的速度默读课文，一边读一边想：课文主要写了什么内容?

◆小组合作交流学习：伙伴之间互相读课文，纠正字音，再说一说课文的主要内容.

◆全班交流：指名分自然段读课文，概括课文的主要内容.

N品读语句悟情感

◆读课文，看“摇花乐”的挂图，在课文中找出有关的语句画下来.

a．“这下，我可乐了，帮大人抱着桂花树，使劲地摇.”

b．“摇呀摇，桂花纷纷落下来，我们满头满身都是桂花.”

c．“我喊着：‘啊!真像下雨，好香的雨啊!”’

◆分小组读所画的句子，边读边想象语句所描绘的情景，再说一说此刻在脑海中出现了一幅怎样的画面，从画面中感受到了什么.(有感情朗读“摇花乐”这一段.)

◆教师导语：多么令人难忘的摇花乐，它同样也把童年的快乐带给了我们.然而，作者

仅仅为了写摇落的阵阵桂花雨吗?联系上下文，读读有关语句，再说说你的感受.

a．“我喜欢的是桂花.”

b．“可是桂花的香气，太迷人了.”

c．“桂花盛开的时候，不说香飘十里，至少前后十几家邻居，没有不浸在桂花香里的.”

d．“全年，整个村子都浸在桂花的香气里.”

◆学生边读有关语句，边谈自己的体会.教师适时引导学生通过这几句话，联系上下文，如与“梅花、梅树”的对比，体会出作者对家乡的怀念.

◆体会母亲对故乡的怀念.

a．找出有关描写母亲的语句.

b．读母亲的话“这里的桂花再香，也比不上家乡院子里的桂花”.说说自己的感受.

试着用“这里的--再--，也比不上--”这样的句式说说母亲还可能会说些什么.

c．与同学交流：母亲的话要表达怎样的情感?

◆【听着母亲的话，“我”不禁又想起了“摇花乐”，你能通过朗读向同学们表达出“我”的思乡之情吗?(引导学生练习有感情地朗读课文最后一段.)

◆难忘童年的画面，难忘母亲的话语，更难忘故乡的桂花，读读课文中的语句，想一想，课文中是否还有让你回味无穷的句子?找出来并有感情地读一读，再交流为什么要这样读.

积累语言求发展

◆读了这篇课文，你的内心产生了怎样的感受呢?

◆在课外阅读中，在你的生活实际中，你有没有感受到人们对家乡的怀念呢?说一说.

◆把自己的感受记录下来.

8小桥流水人家

学习目标

1.认识7个生字.

2.正确、流利、有感情地朗读课文.

3.把握课文主要内容，体会作者是怎样表达思乡之情的.

4.欣赏课文中优美的语言积累.

课前准备

1.学生预习课文，遇到不理解的词查字典理解.

2.学生搜集表达思乡之情的古诗句.

3.老师准备古诗文《天净沙》.

教学过程

读诗，了解课题出处

◆谈话：(板书课题：小桥流水人家)读一读课题，说一说看到这个课题你有什么想法?(或想说点什么?)

◆出示古诗文《天净沙》，全班齐读.

“枯藤老树昏鸦，小桥流水人家，古道西风瘦马.夕阳西下，断肠人在天涯.”

◆请读过这首诗的同学试着说说对这首诗的理解.

◆导题：这篇以古诗句为题的文章写的是什么呢?让我们一起翻开书读一读.

初读，把握课文主旨

◆自主学习：读准字音，读通句子，想一想课文主要写了什么内容?表达出作者怎样的

情感?

◆同伴互助：同桌轮读课文，相互正音，说说课文主要写了什么内容，表达了怎样的情感.

◆全班交流：

a．指名分自然段朗读课文，师生共同正音.

b．概括课文主要内容，说说课文表达的情感.

交流.探究表达方式

◆默读课文，想象文章描写的情景，体会作者是怎样表达思乡之情的，边读边在句段旁作批注.

◆小组交流，合作探究.

◆展示交流探究学习的成果.以小组为单位派出中心发言人汇报探究学习中的发现和体会.

◆根据学生发言，老师相机点拨，引导学生体会作者表达思乡之情的方法.

a．“婀娜的舞姿，是那么美，那么自然……当水鸟站在它的腰上歌唱时，流水也唱和着，发出悦耳的声音.”(运用拟人的手法，描绘溪边飘动的柳枝、小鸟的叫声、溪水流动的声音，表达了作者对家乡景物的喜爱与赞美.)

b．“一条小小的木桥，横跨在溪上.我喜欢过桥，更高兴把采来的野花丢在桥下，让流水把它们送到远方.”(先写了桥的样子，再描绘在小桥上丢花的情景，给人一种诗情画意的享受，令人神往.)

c．“我家只有几间矮小的平房，我出生的那间卧室，光线很暗，地面潮湿……那是一座空气流通、阳光充足、有东南两面大窗的漂亮房子.”(用对比的方法写出了农家卧室与书房的不同特点，让人感到家的亲切，引发美好回忆.)

d．“大家过着‘日出而作’‘日入而息’‘守望相助’的太平生活.那段日子，深深地印在我的脑海中.”(用三个成语概括了农村人家日常生活的特点，“深深地印在’’表达了作者对它的留恋和热爱.)

赏读，积累优美句段

◆配乐朗读：作者用生动的语言，向我们描绘了一幅优美的乡村画卷，让我们一起随着音乐有感情地朗读全文.

◆选择自己喜欢的句段读几遍，熟读成诵.

◆摘抄课文中生动优美的语句.

◆拓展：你知道哪些表达思乡之情的古诗句?读一读，说一说.

口语交际习作二

教学过程

学习目标

1.能围绕“浓浓的乡情”这个主题讲清楚自己的活动安排.

2.能与同学进行商讨，培养自主合作的参与意识.

3.通过活动，培养对家乡的热爱之情.

4.能就口语交际的内容，大胆发挥想象，写出家乡的变化，表达对家乡的热爱之情.

课前准备

◆收集与“浓浓的乡情”相关的诗词、歌曲、故事等.

◆了解班级同学的特长，以便策划活动.

◆通过书籍、电视、网络等媒介，了解怎样策划才能搞好一次活动，可以事先参阅一些好的经验.

第一课时  口语交际

黧谈话导入.激发兴趣

俗话说得好：一方水土养一方人.每个人对自己的家乡都有着深厚的感情.大诗人李白用诗句“举头望明月，低头思故乡”来表达自己对家乡的思念，而这诗句也成了表达思乡之情的千古名句.今天也让我们来畅谈一下对家乡的热爱之情吧.

畅所欲言.抒发情感

1.同学们，请你们来说说对家乡的热爱之情吧.

2.现然大家都这么热爱家乡，那么我们就以“浓浓的乡情”为主题来策划一次活动.既然是活动，形式就要丰富多彩，要通过丰富的内容、精彩的节目来表达对家乡的热爱之情.

小组交流讨论

◆明确小组讨论的内容：表演哪些节目；由哪些同学表演；怎样表演才能使节目更精彩.

◆重点讨论怎样演才能使节目更精彩，根据讨论情况列出节目表.老师参与部分小组的交流，给予指导.

◆小结过渡：刚才老师参与了部分小组的讨论，看得出来同学们事先都做了精心的准备，而且在讨论的过程中非常热烈，方方面面的问题都能考虑到.每个小组都希望通过策划这次活动来表达对家乡的热爱，那现在就请同学们来展示一下你们小组策划的活动方案吧.

展示活动方案

◆以小组为单位展示活动方案.

◆其他同学可以质疑，也可以和同学进行深入的交流.

◆师生共同评议.综合大家的意见，全班制定一个活动方案.

总结

同学们，这节课，通过策划“浓浓的乡情”这个活动，不仅锻炼了我们的组织策划能力，而且还激发了大家对家乡的热爱之情，相信“浓浓的乡情”这个活动一定能够获得成功.

第二、三课时  习作

谈话导课，激发兴趣

在策划“浓浓的乡情”活动中，同学们尽情抒发了自己对家乡的热爱之情.是呀，谁不爱自己的家乡呢?今天让我们大胆地想象一下，通过我们的努力，二十年以后的家乡会是什么样子?

大胆想象

◆想象家乡发生的巨大变化.

◆想象儿时的小伙伴会是怎样的.

◆想象久别重逢的亲人会有怎样的感慨.

阅读提示，明确要求

学生默读提示，明确习作要求及内容.

小组互说.打开思路

全班交流，教师适时点拨.

试写初稿.自行修改

◆回忆这组课文中作者运用的表达感情的方法，试着在自己的习作中加以运用.

◆要求书写工整，语句通顺.

小组评议，互改

◆小组内互读互改，提出修改建议.

◆根据同学的建议再次进行修改.

佳作赏评

每个小组推选好的作品进行全班赏评，可以是全文，可以是片断.

赏评.

回顾拓展二

学习目标

◆回顾本组课文内容，引导学生用心体会课文作者是怎样用具体的景物或事情表达思乡之情的.

◆拓展学生视野，引领学生积累有关抒发思乡之情的诗文、佳句、激发学生热爱家乡之情.

教学过程

谈话导入，明确内容

◆“望着云彩，思念故乡.思念故乡，望着云彩”这诗句表达了一种什么情感?

◆这思乡情是人世间一种美好的情感，本组课文表达的都是思乡之情.通过课文的学习，我们收获了什么呢?让我们共同走进.(板书课题：回顾拓展)，赏读片段.感悟乡情

◆读着一篇篇思乡的课文，一些感人的描写深深地印在了我们的脑海里，下面这些内容还记得吗?出示相关语句.

“春风又绿江南岸，明月何时照我还.”

“我很小的时候，外祖父常常抱着我，坐在梨花木大交椅上，一遍又一遍地教我读唐诗宋词.每当读到‘独在异乡为异客，每逢佳节倍思亲’‘春草明年绿，王孙归不归’‘自在飞花轻似梦，无边丝雨细如愁’之类的句子，常会有一颗两颗冰凉的泪珠落在我的腮边、手背.”

“夏天，凉爽的清风从南窗里吹进来，太舒服了!更美的是，我由东窗可以望到那条小溪和小桥，还有那几株依依多情的杨柳.”

◆这些语句出自哪些课文?从这些描写中我们感受到了什么?(诗人触景生情；通过写具体的事表达外祖父的思乡之情；通过写景物抒发怀念故乡之情.)

过渡：课文中这样的描写还有哪些呢?本组的几篇课文是通过哪些人、事、景、物来表达思乡之情的?

互相交流，各抒己见

◆回顾课文内容，找出作者或写事或写景表达思乡之情的内容读一读，边读边批注.

◆你找到了哪些这样的描写?小组里互相交流，畅所欲言.

◆全班交流.小组派代表发言.

a．课文中通过描写具体的事物表达思乡之情的语句.

b．课文中通过写景表达思乡之情的语句.

◆小结：表达思乡之情不是空泛地抒情，应通过描写具体的事物或景物来体现.作家的作品是这样，我们的习作也要这样.

◆平时我们的习作是怎样表达感情的?(结合本次习作中的典型例子进行交流.)

诗文链接，内化积累

◆回顾课文的学习，通过充分交流，我们收获了很多，不仅明白了抒情要用具体的事物

或景物来表达，还积累了不少感人的片段.谁能背诵一两段?

◆表达思乡情的诗文还有很多很多，读一读下面的诗句(日积月累中的)，你能把它们印在脑海里吗?练习背诵.(个人背，同桌背.)

◆你还读到过这样的诗文吗?能向同学们介绍介绍吗?(指名读背.)

趣味语文.激发兴趣

◆学生自读“推敲的来历”一文，不认识的字查字典.

◆同桌互读，纠正字音；小组互问，解决不懂的问题.

◆全班交流对“推敲”的理解，以及在生活中对语言文字进行推敲的实例.

9  鲸

学习目标

1.认识本课3个生字，会写10个生字.

2.朗读课文，了解鲸的形体、种类、进化过程和生活习性.

3.培养学生热爱科学，探索自然奥秘的兴趣.

课前准备

1.搜集一些有关鲸的资料.

教学过程

第一课时

一、激发兴趣，导入新课

1、 出示鲸的图片：同学们你们认识这种动物吗?你们对它有什么了解吗?请和同桌谈一谈，自由发言.

◆今天，我们就来一起学习《鲸》这篇课文，看看通过学习，你对鲸有了什么更深的了解.

一、学习生字，读顺课文

◆自由读课文，认准本课生字，不认识的字查字典解决.有些字的音容易读错，需要注意. 出示要求写的字，注意重点指导容易写错的字.如：“肺”字右边不是“市”.

◆认识生字后再读一遍课文.看看哪些词语的意思不理解，就把它画出来，一会儿提出来大家讨论.教师根据学生讨论的情况，再根据讲读课文的需要，提出一些重点词语，请同学们查字典或联系上下文来理解.

◆自读课文，看看课文一共有几个自然段?每段主要讲了什么?指名朗读课文，检查是否读得正确、流利，重点指导难读的句子.

二、整体感知，了解内容

1、 默读课文，边读边思考，你对鲸有了哪些了解?

2、精读课文.体会写法

◆自由读第l自然段，你从哪儿看出鲸很大，画出有关语句，然后读一读.指名汇报，大家补充，读出体会.

出示句子：目前已知最大的鲸约有十六万公斤重，最小的也有两千公斤.

◆从这两个数字我们体会到了鲸确实很大，这段话中还有描写鲸很大的数字吗?

出示句子：我国发现过一头近四万公斤重的鲸，约十七米长，一条舌头就有十几头大肥猪那么重.

自己试着读一读，想想应该怎样读，才能表达出鲸的确很大.体会用列举数字方法来说明的好处.

◆你还从哪儿看出鲸很大，把有关语句读一读.自由读第1自然段，读出自己的体会.

◆小结写作方法：作者运用了作比较和举数字的方法把鲸的大描写得非常具体.

◆引导学生找出课文中还有哪些地方运用了举数字的方法.

◆全班交流，试着用举数字的方法说明一事物.

第二课时

、围绕重点，全班研讨

◆自由读第2自然段，说一说鲸是怎样进化的?把你自己当作鲸，给同组同学说一说“你”的进化过程.

学生汇报：我们鲸在很远古的时代，和牛、羊一样生活在陆地上.后来环境发生了变化，就生活在了靠近陆地的浅海里.又经过了很长时间，我们的前肢和尾巴渐渐变成了鳍，后肢完全退化，就成了现在的样子，适应了海里的生活.所以，我们并不是鱼，而是哺乳动物.

◆快速读第3自然段，说说你知道了什么?指名汇报，你是从哪里了解到的，把这些读给大家听一听.

◆鲸生活在海洋里，可它又不是鱼，这真是太神奇了，它在生活习性方面又有什么特点呢?默读4～7自然段，想想课文从哪几个方面介绍了鲸的生活习性?(课文从吃食、呼吸、睡觉、生长这四个方面介绍了鲸的生活习性.)

◆鲸分为两类，它们在生活习性上有什么不同吗?自由读第4、5自然段用“--”画出须鲸的生活习性；用“~~~~~”画出齿鲸的生活习性.填好表后在小组内交流.

吃食(吃什么，怎么吃，特点) 呼吸(用什么怎么呼吸

共同点 都吃鱼虾 用肺呼吸浮上海面从鼻孔喷气

须鲸

小鱼小虾  吞进 吃的多 喷出的水柱垂直细高

齿鲸

大鱼海兽  咬住 凶猛喷出的水柱倾斜粗短

◆鲸在睡觉时是什么样呢?学习第6自然段，想像一下鲸睡觉的样子，并把它画下来.

◆轻声读一读第7自然段，说一说你还知道了什么?

二、回顾内容，朗读记忆

我们对鲸的生活习性已经有了一些了解，哪个方面给你留下的印象最深，你就把这部分读给小组的人听，看看哪个同学能把自己喜欢的内容背下来.

出示资料，延伸扩展

◆出示“资料袋”的内容，自由朗读，谈谈感受.

◆通过学习课文，我们对鲸已经有了一些了解.其实，我们人类对鲸还有许多地方都不够了解，这些都等待着同学们去探索.布置同学搜集课外资料，以“鲸的自述”为题，围绕某一方面的内容写一篇短文.

10  松    鼠

学习目标

1.学会本课的11个生字.

2.朗读使学生了解松鼠的外形特征、生活习性.

3.了解本文的说明顺序，方法.

4.增长学生的知识，激发学生仔细观察小动物的兴趣.

课前准备

1.关于松鼠形态及生活习性的资料.

2.学生自读课文，准备字典帮助扫清生字障碍.

教学过程

一、激发兴趣.导入新课

◆出示松鼠的图片：同学们，你了解松鼠吗?请把你知道的给大家说一说.

今天，我们学习法国著名博物学家布封所写的《松鼠》，让我们读一读，他给我们介绍了松鼠哪些方面的内容.

二、初读课文，自学生字

◆自读课文，找出文中的生字，分小组自学生字、巩固生字.自己读书，画出不懂的词语，利用查字典或联系上下文的方法解决问题.

◆自由朗读课文，做到正确、通顺.标出自然段序号，再想一想，每个自然段主要说的是什么?

三、默读思考，合作交流

◆默读课文，边读边想：松鼠是一种怎样的动物?课文是从哪些方面介绍小松鼠的?

◆在学生独立思考后，在小组内交流、讨论自学结果，教师参与交流，适当点拨.

四、围绕重点，全班研讨

学生围绕提示问题在小组内交流后，在全班发言.

◆松鼠是一种怎样的动物?齐读第一句话，体会它统领全文的作用.

◆课文是从哪些方面介绍小松鼠的?鼓励学生从不同方面回答，教师加以归纳.

漂亮：从面容、眼睛、身体、四肢、尾巴、形体等方面表现它的特点.

驯良：在高处活动、不接近人的住宅、晚上活动、常吃的食物等，是从活动的范围、时间、吃食物方面表现它的特点.

乖巧：从过水、警觉、跑跳、叫声以及搭窝、窝口设计方面表现它的特点.

最后写繁殖、换毛等方面是补充说明其习性.

五、阅读感悟.体会写法

◆松鼠为什么讨人喜欢?你喜欢它哪些方面?选择你最喜欢的段落或语句读一读，说一说为什么喜欢这段话.学生自由朗读课文，找出文章多处运用比较的语句，体会表达特点.

◆把你最喜欢的段落或语句进行摘抄、积累.

思维拓展.练习表达

◆作者向我们准确、生动地介绍了松鼠的特征及生活习性.除了文章中介绍的松鼠特点外，你知道松鼠还有哪些特点吗?请学生补充课外资料.

◆假如你是一只可爱的小松鼠，你该如何介绍自己呢?

11  新 型 玻 璃

学习目标

◆学习本课的生字生词.

◆朗读课文.了解课文介绍的五种新型玻璃的特点、作用及介绍各种玻璃时运用的说明方法.

◆想象自己将要创造设计的新型玻璃，说清楚这种玻璃的特点和作用.

教学过程

第一课时

一、揭示课题，激发兴趣

◆同学们，你能说说日常生活中玻璃有什么作用吗?

◆教师板书课题点明“新型”.“新型”是什么意思?

◆“新型玻璃”是什么意思?看到这个题目你想提出什么问题?

◆教师抓住学生的质疑，进一步启发学生学习课文的兴趣：学习课文后我们就明白了.

二、自学生字.读顺课文

◆读课文，在文中画出生字、新词及不理解的词.

◆不认识的字可在小组解决，也可查字典解决，注意要读准字音.

◆运用自己喜欢的方法，记住难写的生字.

◆巩固练习，教师可出示小黑板或投影片，检查学生生字掌握的情况.

认识生字后再读一遍课文.看看哪些词语的意思不理解，把它画出来，提出来和同学们讨论.教师根据学生讨论的情况，再根据讲读课文的需要，   提出一些重点词语，请同学们查字

[人教版语文(上册)全册教案 教案教学设计]

篇3：四年级英语上册全册教案人教版

四年级英语上册全册教案人教版1

一、说教材

(一)分析本课内容在教材中的地位和作用。

本课是第四单元中的第六课，本单元中，Jenny 、Danny和同学们表述了他们的个人喜好，而本课中Jenny 、Danny等人介绍了他们最喜爱的学校功课，也对“My Favourite……”句型结构加深了理解，具有承上启下的作用。再则，从本单元来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。，既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对完成本单元和今后的英语教学具有重要的意义

(二)本节课的教学目标、重、难点

在“知识目标”中，通过教学让学生掌握本课的词汇运用;“能力目标”方面：指导学生在任务型教学模式中，让学生学会用英语与他人谈论人的个性特征和形容词的比较的话题，以及进一步提高听力能力和英语语言表达能力;“情感、态度、价值观”方面：通过师生在教学的双边活动中主动性和创造性的发挥，激发学生的学习兴趣，体验英语语言的美，体验知识间的相互应用、相互依存、联系，让学生充满自信，体验成就感和合作精神。本课教学重点是：My favourite school work is to ……难点在于把所学知识运用到实际谈话中去。 为达到以上的教育教学目标，根据英语“课标”中强调课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程以及我校学生的实际，我将在教学中采用多媒体辅助教学、任务型教学模式，结合听说法、游戏法以循序渐进的方式来进行教学。

二、说教法

为了顺利完成以上的教学目标，更好地突出重点，突破难点，按照学生的认识规律，我采用讲读、直观演示、交际、愉快教学相结合的方法;“兴趣是的老师”，小学阶段英语语法相对较少，而更注重趣味教学，在课堂教学中，适当地结合愉快教学，能激发学生学习英语的兴趣。教学不是简单的知识传授，为了不使学习感到枯燥无味，我采用多种教学手段，如多媒体电化教学，比较形象、直观，在教学过程中启发、引导学生思维，培养不同层次的学生大胆用英语交际的能力

三、说学法

教法的选择固然重要，但学法也是必不可少的，我们都知道，教学的主要任务不是积累知识，而是发展思维。教师在传授知识的同时，更主要是的教会学生方法，发展能力，通过思考，将有关知识重新提炼总结，鉴于本课句型特点及学生现有的知识水平，我准备引导学生采用听、看、读、想、说的方法来学习本课，通过听、看，达到有所思，有所得，能说出问题的关键，帮助学生掌握学习重点，多表扬，勤鼓励，便不同层次的学生都有学习教育积极性，在知识上均有所提高。

四、说教学过程及设计意图

合理安排教学程序是教学成功的关键之一。针对学生的认识情况和本课教材特点，从任务型教学入手，我分四个活动进行教学设计：

活动一：激趣导入

在教学的开始我以“哑剧”表演导入课堂，运用肢体语言进行师生互动活动引出与本课有关的话题，如：play basketball 、sing songs 、draw pictures、do my homework等学校相关的功课，本环节以学生原有的知识为切入点谈论过去所做的活动，不知不觉地将学生引入教学交往的境地，进入本课的话题，达到润物细无声之效果，使学生形成积极的情感，主动思维，并形成良好的语感。

活动二：新旧衔接，感受知识的形成

认为要充分挖掘教材的内涵，从学生已有的知识经验进行迁移，培养他们迁移类推的能力。在这里我让学生表述自己喜欢的学校功课如：I like to ……，又通过游戏自然引出本节课的重点句型“My favourite school work is to……”这里我以充分相信学生为宗旨，以任务型教学为主线，把任务明确的交给学生，让他们感受到自己的能力，无论他们成功与否，这都是对他们的一次锻炼。我带来了一段教学录象请大家看一下(视频剪辑1)至此活动得到进一步升华，不仅反馈于第一环节的活动，也为本节的重点突破环节打下基础。同时激起学生的求知心和参与的，使他们感受到成功的乐趣，体会到英语的魅力，而这一过程正是培养学生的语言能力形成的过程。

活动三：生生的互动探讨与听力能力的反馈

采用任务型教学途径，借助多媒体课件辅助教学，让学生听音做事。在活动之前，我给出学生明确的任务找出：What is Danny's favourite school work ? ,学生带着任务去听，更能使他们进一步对声音语言进行体会、感受，这就是本课的重点突破环节。

此后，我又以学生喜闻乐见的卡通人物“蜡笔小心”为切入点，进行知识的拓展迁移。我再次通过任务型教学途径，分小组。结合循序渐法进行活动：先让“小心”和孩子们进行零距离对话，然后迁移到师生对话，最后过渡到生生互动讨论编排对话。大家再来看一下我的教学录象片段(视频剪辑2)这里学生在讨论、交际互动的过程中，使其口语交际能力提高到一个新的高度，激起学生的交际，让学生体验到成就感和合作精神，从而突破本课的难点。

活动四：结尾设悬，培养学生写的输出

课堂最后，我又设悬念，让学生找出课桌中藏有什么，当学生兴高采烈地找到卡片时，我趁机进行写的渗透，让他们把所学知识运用到实际，这里我也带来了一个小片段(视频剪辑3)。到此为止，学生完整地感受了任务型教学的过程、方法和本节课学习的最终目的。

以上的教学过程我注重学生的兴趣，贯穿“快乐教学”为指导思想，给学生足够的时间，让他们有机会展示;给学生热情的鼓励，让他们体验成功的乐趣。我相信当学生真正拥有了学习的，“要我学”就成了“我要学”;当学生掌握了学习的方法，就真正成为了学习的主人。

四年级英语上册全册教案人教版2

说教材

1.教材内容

本课时的教材内容是一篇对话，让学生围绕着Ben和Ben's father对动物园里三只猴子的讨论，进一步掌握高度、长度以及形容词比较级的用法。

2.教材的地位

本课时教材是在学习了形容词的比较级以后，为了提高学生对比较级的阅读能力而设计的，可以说有些句型对于前两个课时是一个阶梯式的提高。

说目标

1.教学目标

根据教材的内容和《英语课程标准》要求，我确定了以下教学目标。

【知识目标】能够听、说 、认读Let's read 中的三会单词和句型并完成填充句子的练习;特别要能看懂、会朗读句子：I think the little monkey is only 40 cm tall.。The monkey is shorter but you are funnier.能够完成Pair work部分的绘图并描述朋友的活动。

【能力目标】 学会用形容词的比较级来谈论自己朋友及其他人或事物，如I'm taller than you,but you are stronger than me.学会用英文的长度单位来描述人 、物的身高和长度，并能根据所给数据，对两种事物进行比较。

【情感目标】 培养学生在观察和测量中使用英语的习惯，引导学生关注自己身边的人、事物及自然界中与我们共同生活的其他生命，在阅读中培养学生的团结合作意识。

2. 教学重难点

本课时的教学重点是使学生能够充分理解、正确朗读对话;教学难点是学生能看懂、会朗读句子：I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier.

说教法

1.教法设计

小学英语教学应该把培养学生的学习兴趣、调动学生学习英语的主动性作为教学重点，根据学生的认知规律，本课采用以下教学法-----让学生通过思考、调查、讨论、交流和合作等方式学习和使用英语，完成学习任务;游戏教学法---通过游戏引导学生完成本课学习任务。

2. 学法指导

在学习过程中，从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与和交流的学习方式，培养学生的英语综合语言运用能力，主动思维，大胆实践，形成自主学习的能力。

3.教学手段

根据本课教材的特点，我除了采用常规的教学手段外，同时采用了现代教学技术，使学生的多种感官共同参与到整个学习过程中，激发学生的学习兴趣，提高课堂教学效率。

说设计

1. 导入设计

(1)Let's chant.

在热身时让学生一起说唱本单元Main Scene中的chant.让学生进入到学习英语的氛围中。

(2)Listen and do.

Touch your head / nose / …教师发指令，学生做动作。

2. 新课呈现

(1) 呈现猴子图片，初步接触知识。

教师在发指令时，加入 Touch your tail.当学生觉得茫然时，老师趁机出示课件(一只猴子)Look,We have no tails,but the monkey has.Look at the monkey,How long is the tail?在课件上呈现数据38cm.学生回答：Its tail is 38cm long.根据教材内容教师提问：How tall is the monkey?学生：It's 40cm tall.老师自己引出only一词，注意这个词的发音。

多媒体再出示两只猴子的图片，一只，一只棕色，让学生加以比较。教师问：Which monkey do you like?The yellow one or the brown one?

【设计思路】 学生在回答这些问题时，也同时在复习前两课时所学内容，起到知识循环的作用。

(2) 猜一猜游戏：它们有多高?

让学生猜一猜这两只猴子的身高。注意提示学生用上I think…这一句型，表示自己的猜测。在这里也可安排一个竞赛，看谁能猜中正确数据，教师让一些学生猜后出示数据。

【设计思路】 学生对有悬念的东西都特别感兴趣，在此不仅练习了两位数的读法，又满足了学生的好胜心理。

(3) 学习younger、taller、funnier.

画面上同时出现上述三只猴子，让学生比较Which one is older?Which one is younger?Which one is taller?Which one is funn -

ier?在此特别注意funnier的发音，可在屏幕上同时出现funny/funnier,happy/happier.

(4)任务阅读

经过以上过程，已基本解决了短文中的难点。这时，就可让学生小组合作阅读课文中的对话，教师用课件出示一些判断题，让学生带着任务阅读。判断题如下：

①There are three monkeys. Two are big,one is small.

②The yellow monkey is taller than the brown one.

③The yellow monkey is stronger than the brown one.

④The little monkey is 38cm tall.

⑤The little monkey is younger.

⑥The yellow monkey is about 150cm tall.

⑦The brown monkey's tail is 40cm tall.

⑧Ben is taller than the little monkey.

⑨Ben is funnier than the monkey.

如果学生可以判断以上句子，就说明他们读懂了这篇阅读材料。

【设计思路】阅读最主要的目的是让学生看懂短文主要内容，通过上述判断题，可了解学生的掌握程度。

(5)完成课文中的填空并校对。

(6)学生听录音跟读，模仿录音中的语音语调。

3.操练巩固

请学生合作表演课文中的对话，课件出示情景和提示。这里也可进行分层次教学：有些学生擅长表演但语音语调在这节课上还没完全掌握，这里就可以请那些擅长表演的学生脱开课文表演，一部分学生可以与他人合作进行配音。

【设计思路】 采用这个方式，可以照顾到程度不同的学生，参与面更广。

本课时的阅读材料是动物间的比较，接下来我们要进行人物间的比较，让学生能更好地运用比较词和人称代词。这里可以采用游戏法和交际法。教师在屏幕上依次出现下列几组学生熟悉的人物：小丸子和蜡笔小新：王楠和张怡宁：贝克汉姆和欧文：樱木花道和流川枫。首先可以让学生猜一猜How old is he/she? How tall is he/she?Who is stronger/taller?Who is older/younger?等。在这一块内容里，教师需在课前找好资料。待学生做出猜测后，教师可同时出示上述几组人物地图片和资料，让学生同桌配合自主选择一组进行讨论比较。资料如下：

姓名

身高

年龄

出生日期

樱木花道

188

流川枫

187

贝克汉姆

180

1975.5.2

欧文

175

1979.12.14

樱桃小丸子

9

蜡笔小新

5

王楠

162

1978.10.23

张怡宁

168

1981.10.5

(考虑到一些真实人物的年龄是每年变化的，在此只注明出生日期)

【设计思路】用学生喜欢的人物作为对象更能激发他们说的，而且不少学生是体育迷、漫画迷，他们的所知所想还能让教师了解更多信息，实现教学相长。

4 拓展延伸

(1)Pair work.

为了节省时间，学生在课前就要求画好图，图中有好朋友和自己，当然要考虑到不同学生的差异，也允许部分学生用照片代替图，或者把好朋友换成兄弟姐妹等。要求学生先在四人小组内看图描述，然后邀请几个同学上前将图片或照片放在投影下向全班同学进行描述。

(2)比一比，写一写。

本课的教学是从动物园开始的，当然也可以在动物园结束，教师在屏幕上出现两只大象和一只小象，教师给每只象都标上高度，给它们的鼻子也分别表示长度，请学生动笔写一写，描述这三只象锻炼学生的写作能力。

【设计思路】 高段的学生不仅要发展听、说、读的能力，而且写的能力也不容忽视。从模仿开始，在长期的锻炼下，相信学生以后会写出流畅的英文短文。

5. 课后作业

(1) 描述三只象这一作业可作为机动作业，如时间允许就在课堂上完成，如时间不够可课后完成。下节课可在课堂上讲评优秀作业。

(2) 完成《活动手册》第3页上的阅读理解。

说评价

在教学过程中，教师要关注每一个学生的表现，对他们的表现做及时正确的引导和评价。评价应公平、公正并以激励为主，要给予不同的评价以帮助学生成长。在游戏和活动过程中，教师适时予以精神鼓励，既培养可学生的团结协作精神，也帮助学生把语言知识逐步转化为语言技能

四年级英语上册全册教案人教版3

一、说教材

《PEP小学英语》采用以“话题——功能——结构——任务”体系编写，以素质教育为根本指导思想，着重培养学生运用英语的能力。同时体现出外语教学的跨文化教育本质，坚持兴趣第一的原则。课文内容新颖、实用，有趣味性、有时代感。所选课文内容涉及文化、学习、日常生活等多方面内容。以活动、游戏为载体，符合学生的年龄特点。本单元的重点以寻问时间为中心，展开学习一些相关的单词及生活用语。

二、说教法

根据《英语新课程标准》、学生的认知规律，以及《PEP小学英语》以素质教育为本的指导思想，本课我采用如下教法：

1.“任务型”教法。让学生通过思考、调查、讨论、交流和合作等方式学习和使用英语完成学习任务。

2.情景教学。利用多媒体(实物)等为学生创设就餐情景，激发学生的好奇心和求知欲。

3.游戏法教学。通过唱歌、游戏及体态语言启发诱导学生完成本课任务。

三、说学法

教务于学教学的主要目的不是知识的积累而是发展思维，为了使学生养成良好的学习习惯和形成有效的学习策略。我将学生分为六个小组，半圆式就坐，这样一来方便了小组合作互助学习。另外本课我指导学生通过预习调查、听说训练、语言交际训练、、师生互动交流给学生一个自由的空间，创造锻炼的机会。发挥教师的主导作用与学生主体作用相结合。

下面介绍一下本课的教学目标和教学过程：

一、教学目标 (确立教学目标的依据：通过听、说、读、写、玩、演、视听等手段激发学生的学习兴趣，调动学生学习英语的积极性，对进一步学习打好初步基础。)

1. 知识目标(LINGUISTIC FACTORS)

a. New vocabulary (生词)

b. Language Functions (语言功能)

c. To learn the English song

2. 能力目标 (ABILITY AIDS)

培养学生的综合语言运用能力，锻炼学生的基本的听说能力及表达能力。

3. 德育目标 (MORAL EDUCATION)

结合语言学习拓展学生的创新思维，培养创造个性。锻炼分析问题解决问题的能力。

二、教学重难点 (根据英语课程标准及本课在教材中所处的地位和作用确立)

学习掌握What do we have? We have …并灵活运用所学语言知识进行交际。

三、教具： 多媒体演示文稿、实物、录音机

四、课件设计意图

1. 创造一个积极主动的课堂气氛，通过生动活泼、色彩艳丽的画面展示，更加形象直观，抓住学生注意力，扩大课堂活动面，突出教学重点;提高教学效果。

2. 创设情景，导学、探究，在学生协作学习中照顾了学生不同层次，使全体学生都得到发展。

五、教学过程

1. WARMER：

Let'sing:欣赏歌曲，使学生听着节奏欢快的音乐、看着诱人的画面、做着自编的动作。这样既能集中学生的注意力又能复习旧知在这种氛围感染下把轻松与愉快带给课堂。

Look and say:组织语言材料进行分组对话。get up brush (your) teeth wash (your)face have (your) breakfast 在这里单独出示图片然后同时出现让学生排序并对话。通过生生合作，小组合作。巩固所学知识在协作中发展，为今后的学习奠定了基础。

Let'act. 屏幕出现快餐店，老师说“Oh, It's twelve o'clock ×， It's time for lunch.”学生回答Yes, Let's go.学生通过实物表演。

2. 导入新课

看图学习对话

1. 听录音并回答问题(listen and answer)

What's the time?

S: It's four o'clock.

这一组句子先后在lesson 7 and lesson 9中先后出现，所以是旧知识的复习。这里我安排两人一组的拉火车式的操练，学生由被动的的答到主动 -

的问。再互相的问答中，达到自我教育。

2. 听录音并猜一猜(listen and guess)

录音放到It's time to…停止，让学生猜要干什么。会有多种答案，当然也会猜出go home .在这里就要启发学生想象，用已有的语言知识大胆猜测激发学习兴趣。将结果放出，It's time to go home. Let's go together. OK.

3.听录音练习：Mum,I'm hungry.

OK,Let's have dinner.

4.看图学单词。(画面出现饭桌，上面摆满食物。)老师带领学生学习rice chicken pork beef

5.听录音学句子：What do we have?

We have ……在小组中进行操练。

指着一桌美食Look What a nice dinner!

3. 巩固新知：

完整的听录音读对话。设计本环节的目的在于巩固、复习、训练。学生通过小组交流弥补了学生的个性差异培养学生之间团结协作的学习精神。

4. 拓展练习：

1. 时间调查表

Time

Get up

Brush your teeth

Have breakfast

Go to school

Have lunch

Go home

Have dinner

2.let's sing

5.作业

a. 听录音并模仿朗读

b. 编写小对话

六、板书设计

为了突出重点、加深学生印象我将图片与单词展示在黑板上。

四年级英语上册全册教案人教版

篇4：NSEFC-II Unit10听力时空(人教版高二英语上册教案教学设计)

1.1 第一节

听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。

W：Is that maths course really as hard as everybody says?

M：Worse Believe it or not

1．What does the man say about the course?

A. It’s hard to know what to believe about it.

B. It’s even harder than people say.

C. It’s not as hard as he’d thought.

答案B

W：Shouldn’t we invite more people to the dance?

M：The more, the better

2．What does the man mean?

A. They need to print more invitations.

B. The people should learn that dance better.

C. Big dances are the most fun.

答案C

M：My cousin will be here on Thursday.

W：That’s the day after tomorrow.

3．What day is it today?

A. Tuesday B. Wednesday C. Friday

答案A

M：Can’t we slow down? I am tired.

W：Slow down? Don’t you realize how late we are going to be?

4．What does the woman mean?

A. The man should learn to slow down.

B. They aren’t going to be on time.

C. They can take their time

答案B

W：Here’s the menu. May I take you order now?

M：Yes, I’d like to have some tomato soup and baked chicken.

W：And we have nice fish.

M：Not this time. Thank you.

5．What would the woman like to eat?

A. Chicken. B. Meat. C. Fish

答案A

1.2 第二节

听下面5段对话或独白。每段对话或独白后有几个小题，从题材中所给的A、B、C三个选项中选出最佳选取项，并标在试卷的相应位置。听完每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟。听完后，每小题将给出5秒钟的作答时间。每段对话或独白读两遍。

听第6段对话，回答第6-9题

M：Can you tell me something about your education?

W：Yes, I’m a graduate of Zhengzhou University. I leaned business.

M：Did you like your business courses?

W：Very much, and I’ve dome will in all of them. Here are the results of my examinations.

M：Hm, you were indeed a good student. What about your spoken English?

W：I can talk with foreigners freely. When I was at college. I often took part in the English corner. We had English teachers from Australia.

M：Hm. We can hire you. We give the employees a salary of 480dollars a month at the beginning. If you do a good job, you’ll get a raise in three months’ time

W：That’s great. How long should I work every day?

M：Four hours every day and two days off in a week.

W：Do you offer housing to your employees?

M：Not now. My assistant will tell you moue if you are interested.

W：OK. When shall I begin my work?

M：Next week.

6．Where did this dialogue probably take place?

A. In the street.

B. At school.

C. In an office.

答案C

7．What did the girl come here to do?

A. She tried to make friends with the man.

B. She tried to find a job.

C. She wanted to study here.

答案B

8．How many hours would she work during a week?

A.28 B.8 C.20

答案C

9．How much could she get in a day?

A. 4 dollars. B. 32 dollars. C. 16 dollars.

答案C

听第7段对话，回答第10-12题。

W：What are you doing, little Jim?

M：I’m looking at my pictures, Mum I painted them in class.

W：Show me your pictures, please…Oh, What’s that, Jim?

M：It’s a house.

W：And what are these?

M：These are rooms. This room is the kitchen. That’s my bedroom.

W：What are those green lines?

M：They’re not lines, Mum. They’re trees. These trees are in the blue sky.

W：Is this a place?

M：It’s not a plane, Mum. It’s you. You’re in the sky, too.

W：What strange pictures!

10．Where did Jim paint the picture?

A. At home B. In the kitchen C. At school

答案C

11．What are in the sky in Jim’s pictures?

A. A tree.

B. A plane.

C. Jim’s mother and trees.

答案C

12．What does Jim’s mother think of his pictures?

A. She thinks the pictures are beautiful.

B. She can hardly understand them.

C. She understands them well.

答案B

听第8段对话，回答案13-16题。

W：What’s the matter, Bill? You look kind of pale.

M：Oh, I’m just tired.

W；Why?

M：Well, I’ve been working until around ten every night this week.

W：You should go home at quitting time today and take it easy.

M：Yes. I think I will.

W：That’s good. Hey, how’s your brother?

M：He’s fine, but he is awfully bust. He went to the States on a business trip two weeks ago.

W：Oh, really? Is he back yet?

M：No, he won’t come back for several more weeks.

W：Wow! He must have a lot to do there.

M：Yes, he does.

W：I want to be sure of the time because I’m going to meet a friend at five o’clock sharp.

M：Well, that time should be right. I set it with the radio yesterday.

W：Good.

13．What time does the man stop his work this week?

A. At 10:00 a.m. every day.

B. At 11:00 p.m. every day.

C. About 22:00 every day.

答案C

14．Where did the man’s brother go on his business trip?

A. The United States of America.

B. The State of Louisiana.

C. The Southern States.

答案A

15．How soon will his brother come back?

A. In another week.

B. In a few more weeks.

C. In seven weeks

答案B

听第9段对话，回答第16-17题。

M：Excuse me. Here are the books I’ve chosen and here’s my card.

W：You’ve got four books on your card already.

M：Yes, and I can borrow 8 altogether, is that right? I’m here.

W：Yes, you can have another four. Oh,…I’m sorry, but you can’t take these three out. I’m afraid.

M：Can teachers borrow them, then? I can ask my teacher to borrow them for me.

W：I’m afraid not. They are single copies, so we’re not lending them to anyone , but you can read them here in the library.

M：I see. Sorry, I didn’t know. I’ll take this one only, then.

16．Where are the two speakers talking?

A. In a bookshop.

B. In a library.

C. At the teacher’s office.

答案B

17．How many books did the man finally take away/

A. 4. B. 3. C. 1.

答案C

听第10段独白，回答第18-20题。

I’m certain that any of you who have been in our college every long may have already heard about this course. As you may know, almost half the students in my class failed last term. Maybe you will feel afraid and say that I don’t like my students. Let me explain how that came about. This class is a composition class. In composition there are certain rules that must be followed. It is unfortunate that these days many students feel that these rules are not necessary. When I grade a paper and I see that you have made a mistake in spelling a word, you have lost 10points. And any paper that you cannot finish on time will not be accepted. I also ask you to do some reading on which I will give tests. The class meets on Tuesday and Thursday. Your final grade is based on the total scores of the four tests and six compositions. Any time you have a problem, please come to see me in my office. My office is on the fourth floor of the building directly in front of the building we are in now. The hours are 2:00 pm to 4:00 pm on the same days as class. For Thursday you will write a composition about the story on Page 74 of the text book. If there are no questions, that will be all for today, I will see you on Thursday.

18．What can we conclude about the professor?

A. He is very strict.

B. He doesn’t like his students.

C. He is new in the college.

答案A

19．How many compositions will the students have to write in the term?

A. Four B. Six C. Ten.

答案B

20．When is the professor in the office?

A. Tuesdays .B. Wednesdays C. Fridays

答案A

篇5：unit 3 全单元教案(人教版高二英语上册教案教学设计)

Topic: art and architecture

1.Stimulate the students’ interests in talking about art and architecture

2.Cultivate the students’ ability of speaking, reading, discussing.

3.Enable the students to learn some useful words and expressions: architecture, architect, prefer, design, style

I would not feel happy if …

I would not feel happy if ….

I don not get very excited about …

I really prefer…

I can not stand

Teaching important point:

1. Enable the students to master the ways of discussing differences between modern and traditional things, to encourage them to talk about their preference.

2. Help the students to learn about the past participle: used as object complement

Teaching difficult point:

Inspire the students to express their design of house.

Teaching methods: free talk, communicative method to improve students’ speaking ability and communicative skills.

Teaching aids: multimedia. recorder.

Teaching procedures:

Period 1: Warming-up and Speaking

Period 2: Reading

Period 3: Language study

Period 4: Listening and writing

Period 5: Integrating skills

Period 1：Warming up and Speaking

Step 1. Greetings and warming-up

T: Good morning, class.

S: Good morning, Miss Qiu.

T: where are you from, a city or a small town?

Can you describe the buildings in your hometown?

What kind of buildings do you live in, a traditional house or an apartment?

S: …

(Show students two pictures, a tall building and a traditional yard.)

T: what can you see in the two pictures?

S: We can see two different styles of house: block of flats and traditional house.

T: What is the difference between them?

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

… Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.

The roof is sloping.(why?)

…

T: In which house would you prefer to live? Why?

S: I like living in …. because….

I prefer living…

I’d rather live…

(For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.)

T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?

(Show the students some different kinds of houses, and ask them to describe them.)

S: appearance: high, low, great. The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel, glass, wood…

T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?

S: ……

Step 2 Speaking

T: Now let’s move to the speaking part. Turn to P18. Please listen to the sample dialogue .Pay attention to the ways how to express their preferences.

(After listening to the dialogue for once)

T: Ok! The dialogue is about two persons talking about their preference for styles of architecture. The noun form of “prefer” is “preference”. The stress should be put on the first syllable. Please read the word after me .

S: ……

T: There are some useful expressions in the dialogue. Such as “I wouldn’t feel happy if …”

“I prefer something that…” “I don’t get very excited…”

T: Now please look at the pictures and talk with your partner which of the things below you prefer. Try to explain why you prefer one thing to another.

S: …

(Show some chairs on the screen)

T: In your dream houses, are there any chairs? Which one do you like? Why?

Sample dialogue:

A: which do you like better, classical chairs or modern chairs?

B: I prefer modern chairs.

A: Why?

B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.

Step 3 . Homework

Decorate your bedroom and classroom. And talk about your decoration.

Period 2: Reading

Step1: Pre-reading

(Show pictures of both modern architecture and classical architecture)

T: We’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. I hope you enjoy that… but I wonder if all of you can recognize some of the most famous architecture.

S: Sydney House; the Eiffel Tower; the Temple of Heaven…

T: Among all of these pictures, which ones belong to modern architecture?

S: …

T: How do you know which ones belong to modern architecture? What’s the difference between modern architecture and classical architecture?

S: …

T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.(Show modern architecture on the screen)

Step2: While-reading

1. Fast- reading

T: Q1:Wha’s the difference between modern architecture and classical architecture?

Q2: What kind of materials is used? What other materials do you know?

Q3: What’s the characteristic? How do people feel towards modern architecture?

Difference

Modern architecture Classical architecture

Materials Steel, iron, glass… Stone, brick, wood…

Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature

2. Careful-reading

T: Now please find out the information according to the key words on the screen.

Modern architecture

Q1: When was modernism invented? -----1920s

Q2: How many architects are there in the text? ---Antonio Gaudi/ Wright

Q3: What did Gaudi want to be used in his works? What’s the characteristic of his architecture? How is his architecture like?

----Natural materials/ like a dream, full of fantastic colors and shapes.

Q4: What inspired Wright? ----Japanese seashells

Q5: How many examples are there in the text?

----The Opera House/ the new Olympic Stadium

Q6: How do they look like? ----Seashell/ nest

Q7: What do they (two architects / two examples) have in common? ---Nature

3. Listening

T: While listening, please pay attention to the key points in the text. (Show the key points on the screen)

Step3. Post-reading

Interview (group work)

Step4. Homework

Report what you have learned about modern architecture next time.

Period 3: Language study

Step 1 Lead-in

T: Hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. Today I’d like to introduce you one of my friends. He is an architect. Who can tell me the meaning of “architect”. (a person who designs buildings). He lived in this house when he was young. Do you think this house beautiful or not beautiful? (not beautiful) Can you use another word to replace “not beautiful”. (ugly). So when he became an architect, he designed some pretty houses. Not long ago he designed a new house for me. Let’s go and see my new house.

Step 2 Vocabulary

T: Welcome to my new house. Could you say something about my new home?

T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house)

T: Let’s learn some new words of house.

(balcony concrete nest brick roof)

Try to remember these new words, then fill in the blanks.

1. An area with a wall or bars around it, joined to the outside wall of a building ________________.

2.A strong construction material which is a mixture of stone, and sand and water _________________

3.A shelter made by a bird to hold its eggs and young ____________

4.The structure on the top of a building to keep the rain out_________

Step 3 Word Study

T: Can you tell me which is the most ancient building in my yard? (nest)

A nest is to a bird what a house to a man.

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

T: Well done. These two sentences have something in common-they are using the same sentence pattern. What is it?

S: →A is to B what C is to D

T: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

Fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

An architect is to_______what a painter is to art.

A___is to a boat what an engine is to a car.

A____is to a fisherman what a gun is to a hunter.

Arms are to the body what_______are to a tree.

Step 4 Grammar

T: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I’ll guide you to the market to see what you can do there.

(show the Ss the picture and ask them to describe it.)

T: What can you see in the market? Let’s see what can we do here?

For examples: I can have my hair cut here. I can have my bike mended.

Please make similar sentences.

S:…

T: In all these sentences we use a sentence pattern-“have something done”.

Now let’s see the pairs of sentences, and compare A and B.

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

T: when we use –ing form, we are using passive voice. When we use –ed form, we are using active voice.

→ passive voice: -ed

active voice: - ing

T: Now let’s do some exercises.

Matching

Did you find the city done?

When will he ever get the work greatly changed?

She can’t make herself called.

Next week I’ll have my bedroom understood.

You’ve got to keep the door locked.

I got the watch repaired.

She heard her name decorated

Completing

I don’t want any bad words____(say) about him behind his back.

Please get the work____(do) as soon as possible.

I’ll have the materials_____(send) to you next Monday morning.

She won’t have her long and beautiful hair____ (cut) short.

You should make your voice______(hear).

I want you to keep me_________(inform) of how things are going with you.

The rent sounds reasonable. How would you like it________(pay).

At last I succeeded in making myself__________(understand).

We’ll move to the new school, and four people will share one room. There will be a competition on decorating your room. The most beautiful and most special room will he the winner. Now work in groups of four to design your room. Five minutes later the group leaders should give a simple report. And pay attention to use –ed form in your report.

Step 5 Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period4: listening and writing

Step 1 : Greeting and Warming up

T: The National Day is coming. I know most students in our class are waiting for the exciting day, so am I .On holiday ,we can do many exciting things. Such as going shopping, visiting beautiful place, visiting good friends…Now I will ask some students to share your ideas. **, Please, what are you going to do on the National Day?

S: …

T: What about you? What’s your opinion?

S: …

T: On National Day, what cloth will you put on? School uniforms or cloth with personal style?

T: …

T: I think most students in our class will put on cloth with personal style ,because this kind of cloth can make us feel confident .Right?

S :…

T: It is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?

S:…

T: For most young person, their choices in buying furniture is very much like buying clothes, while old people often choose traditional furniture that is made of strong materials and can be used for a long time .

Step 2. Listening

T: Today, we are going to learn the listening part . Turn to P18. This dialogue is about a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. They visit a shop and talk with a shop assistant about their tastes and preferences.

(Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs. Then play it a third time for the students to check their answers. Check them with the whole class in the end..)

Step 3. writing

T: Do you think the building in our school is beautiful?”

S1: It is very beautiful…

S2: The school looks like a desert ,The walls are white-washed and there aren’t any art works on them.

T: We think the building would be more beautiful if the school would be decorated with paintings ,photos and art works. We think art in the school could give us many new experiences and enrich our lives. But suppose that the school does not have a lot of money. How can our school be decorated? Now please work in groups of 4 to make a plan that show how the whole school can be decorated? I will give you 3 minutes to have a discussion.

Suggest answer:

1. Mangy art works ca be made by teachers and students.

2. Art posters can be used for decorating.

Step 4. Homework.

T: Please write a letter to the headmaster explaining how you want to decorate the school with art works. Describe the art of your choice, what function it should have in your school and why it is important to have art in school buildings.

Paragraph1. Explain why the school should be decorated.

Paragraph2. Explain what function the art should have in the school.

Paragraph3. Describe different types of art works that could be chosen and where they should be hung up in the school.

Paragraph4. Discuss the different prices of different art works and write a plan to decorate the school as well as possible using little money .

Period 5: Integrating skills

Step 1. Revision:

T: Dear class, I’m especially happy these days, because I’ve just bought a new house. It’s very beautiful. Look, here it is. I want to share my happiness with you. So would you like to help me design my house? How should I decorate my room? Please discuss it and give me some advice, OK?

(Show them the sentence pattern on the screen to revise the grammar.

--- You should have your walls painted white.

--- You had better have … done. )

T: Now I will call out some pairs to report their design. which group will give me good suggestions?

S:…

T: Thank you very much! You’re good designers. I’ll decorate my room according to your design.

Step 2. Lead-in

T: Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house? Should I pull it down? No, I don’t want to do that. Anyway it’s so lovely a house. Should I let it stand empty? No, not a good idea. I want to give it a second life. What shall I do? Please discuss again in groups and this time give me advice on how to deal with the old house.

S:…

T: Wow, you have so many wonderful ideas! I think I like to change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day?

Step 3. Fast reading on “ Factory 798 ”

T: Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called “Factory 798”. Has anybody ever heard of that? If no, let’s open our books and read the passage on Page 23. Try to find out: “What is Factory 798? ” I will give you 2 minutes.

(a few minutes later. )

T: Who has found out the answer?

S: → an old army factory ; an arts centre;

Step 4. Listening and reading

T: Now, let’s listen to the tape and get a better understanding of the text. Please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you’re not sure of. At the same time, please try to find out the following new language points in the text and see how much you can understand them in English.

( Show the language points on the screen. )

1. pull down

2. stand

3. with… aid

4. remind … of

5. set aside

Step 5. Careful reading

T: Now let’s get some detailed information about Factory 798. Please read the second paragraph of the passage carefully again and find out:

Q1:What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

Q2:When was Factory 798 built?

--- We’ve known that Factory 798 was built in 1950s.

Q3:As time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

Q4: What has happened to it now?

→ turned into an arts center

Q5:Why was Factory 798 welcomed by painters, music bands, artists and musicians?

(Check the answers with Ss one by one, explain the language points meanwhile. Explain some difficult sentences in the text at the same time)

Step 6. Retelling

T: Now it’s time for you to read the text by yourselves and try to summarize the text. That is to say, suppose you are a journalist from CCTV 9 and you’ve just paid a visit to the famous Factory 798. Please make a TV program to introduce Factory 798 to our citizens in your own words. I’ll give you three minutes to read through the text by yourselves and get prepared for the retelling, OK?

S: …

Step 7. Discussion

T: In almost every city around the world, there are old buildings which are no longer used, such as schools, hospitals, factories or even churches. What do you think people should do with them? Why?

S1: To pull down the old buildings and set up new modern ones to keep up with the pace of the society.

S2: New uses should be given to old special buildings. It’s a great way to save the architecture from the past.

Step 8. Homework.

1. Finish the program about Factory 798 as a TV reporter.

2. Make your plan about how to reuse our old school buildings.

篇6：Unit 3 全单元教案(人教版高二英语上册教案教学设计)

Period 1：Warming up, Speaking & Listening

Step 1. Greetings and warming-up

Greet the students as usual.

Ask the Ss to talk about their hometown and their houses.

Qs: where are you from, a city or a small town?

Can you describe the buildings in your hometown?

What kind of buildings do you live in, a traditional house or an apartment?

Show students two pictures, a tall building and a traditional yard.

T: what can you see in the two pictures?

What is the difference between them?

(When the Ss describe the pictures, remind the students to think about the differences in the two pictures. The students may have different opinions. Encourage them to think out reasons as many as possible. They may have a discussion.)

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

…

Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.

The roof is sloping.(why?)

…

In which house would you prefer to live? Why?

S: I like living in ….because….

I prefer living…

I’d rather live…

The students should tell others their reasons to support their choices. For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.

T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?

Show the students some different kinds of houses , ask them to describe them.

Collect their answers.( appearance: high, low, great, The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel ,glass, wood…)

T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?

Architect: one who designs the construction of buildings or other large structures.

Give the students enough time to discuss the question. Collect their answers.

Step 2 Speaking

Books open, page 18. Ask the students to listen to the sample dialogue and follow the tape. Study the useful expressions. Remind them to learn the structure how to express their preferences.

Practice. Ask them to look at the pictures and choose the item they prefer. Try to explain the reasons.

Two tasks: One is to talk about traditional and classical furniture. And the second task is choosing a picture to decorate their room.

T: In your dream houses, are there any chairs?

(Show some chairs) which one do you like? Why?

When they answer the question, encourage them to use expressions in the following table. A moment later, ask them to act out their own dialogue.

Sample dialogue:

A: which do you like better, classical chairs or modern chairs?

B: I prefer modern chairs.

A: Why?

B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.

A:…

Step 3 : Preparation for listening

T: You have already designed your own dream house , it is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?

Have a short discussion in pairs. You can introduce names of furniture, such as heater, air-conditioner and so on.

Step 4. Listening.

Books open, Page 18, listening part. It is a talk between a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. Ask the students to go though the exercises and make sure what to do.

Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs.

Then play it a third time for the students to check their answers. Check them with the whole class in the end.

Step 5.Homework

1.Decorate your bedroom and classroom. And talk about your decoration.

2.Find out about the history of art and architecture, names of artists and architects, famous buildings and works of art in the world as much as possible. Share the ideas with others.

Period 2&3: Reading

Step1: Pre-reading

----Enjoy pictures of both modern architecture and classical architecture

1. Greetings

T: We’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. I hope you enjoy that… but I wonder if all of you can recognize some of the most famous architecture.

2.Brainstorming or guessing game

---Name the pictures: Sydney House; the Eiffel Tower; the Temple of Heaven…

Q: Among all of these pictures, which ones are different from others? Or you may say which ones belong to modern architecture.

SS: …

Q: How do you know which ones belong to modern architecture? What’s the difference between modern architecture and classical (ancient) architecture?

SS: …

T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.

Step2: While-reading

1. Fast- reading

----Find the difference between modern architecture and classical architecture in the text.

Q: what’s the difference between modern architecture and classical architecture?

Difference

Modern architecture Classical architecture

Materials Steel, iron, glass… Stone, brick, wood…

Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature

Q: What kind of materials is used? What other materials do you know?

Q: What’s the characteristic? How do people feel towards modern architecture?

2. Careful-reading

----Find out the information according to the key words

Modern architecture

Q1: When was modernism invented? -----1920s

Q2: How many architects are there in the text? ---Antonio Gaudi/ Wright

Q3: Where were they from? ----Spanish/ American architect

Q4: What did Gaudi want to be used in his works? What’s the characteristic of his architecture? How is his architecture like?

----Natural materials/ like a dream, full of fantastic colors and shapes.

Q5: What inspired Wright? ----Japanese seashells

Q6: How many examples are there in the text?

----The Opera House/ the new Olympic Stadium

Q7: How do they look like? ----Seashell/ nest

Q8: Why do we call the 2008 Olympic Stadium in Beijing” the Bird’s nest”?

Q9: What do they (two architects / two examples) have in common? ---Nature

3. Listening

----While listening, pay attention to the key points in the text.

Step3. Post-reading

1. Task 1: Interview (group work)

2. Task2: Design (group work)

--- Design the architecture of a new school.

---Report four elements: what kind of materials is used? / Why do you design in this way? / How do the architecture look like? / What’s the style?

Step4. Homework

1. Exchange designs with your classmates and exhibit them.

2. Report what you have learned about modern architecture next time.

Period 4: Language study

Step 1, Lead-in

T: Hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. Today I’d like to introduce you one of my friends. He is an architect. Who can tell me the meaning of “architect”. (a person who designs buildings). He lived in this house when he was young. Do you think this house beautiful or not beautiful? (not beautiful) Can you use another word to replace “not beautiful”. (ugly). So when he became an architect, he designed some pretty houses. Not long ago he designed a new house for me. Let’s go and see my new house.

Step 2, Vocabulary

T: Welcome to my new house. Could you say something about my new home?

T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house)

T: Let’s learn some new words of house.

(balcony concrete nest brick roof)

Try to remember these new words, then fill in the blanks.

an area with a wall or bars around it, joined to the outside wall of a building ________________.

A strong construction material which is a mixture of stone, and sand and water _________________

a shelter made by a bird to hold its eggs and young ____________

the structure on the top of a building to keep the rain out_________

Step 3, Word Study

T: Can you tell me which is the most ancient building in my yard? (nest)

A nest is to a bird what a house to a man.

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

T: Well done. These two sentences have something in common-they are using the same sentence pattern. What is it?

→A is to B what C is to D

T: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

Fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

An architect is to____________what a painter is to art.

A___is to a boat what an engine is to a car.

A____is to a fisherman what a gun is to a hunter.

Arms are to the body what_______are to a tree.

Step 4, Grammar

T: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I’ll guide you to the market to see what you can do there.

show the Ss the picture and ask them to describe it.

--What can you see in the market?

--Let’s see what can we do here?

Give examples: I can have my hair cut here.

I can have my bike mended.

Ask the Ss to make similar sentences.

T: in all these sentences we use a sentence pattern-“have something done”.

Now let’s see the pairs of sentences, and compare A and B.

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

Watch more sentences on page 22.

Examine all the sentences carefully, and find out when we use –ing form and when we use –ed form.

→ passive voice: -ed

active voice: -ing

Look at the pictures, can you find out another difference between –ing form and –ed form.

Let’s do some exercises.

Matching

Did you find the city done?

When will he ever get the work greatly changed?

She can’t make herself called.

Next week I’ll have my bedroom understood.

You’ve got to keep the door locked.

I got the watch repaired.

She heard her name decorated

Completing

I don’t want any bad words____(say) about him behind his back.

Please get the work____(do) as soon as possible.

I’ll have the materials_____(send) to you next Monday morning.

She won’t have her long and beautiful hair____ (cut) short.

You should make your voice______(hear).

I want you to keep me_________(inform) of how things are going with you.

The rent sounds reasonable. How would you like it________(pay).

At last I succeeded in making myself__________(understand).

We’ll move to the new school, and four people will share one room. There will be a competition on decorating your room. The most beautiful and most special room will he the winner. Now work in groups of four to design your room. Five minutes later the group leaders should give a simple report. And pay attention to use –ed form in your report. Here are some phrases to help you:

Step 5, Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period 5: Integrating skills

Step 1. Revision:

( Talk about new house decoration to revise the grammar: have… done)

--- Dear class, I’m especially happy these days, because I’ve just bought a new house. It’s very beautiful. Look, here it is. I want to share my happiness with you. So would you like to help me design my house? How should I decorate my room? Please discuss it and give me some advice, OK?

--- You should have your walls painted white.

--- You had better have … done.

A few minutes later, call out some pairs to report their design. >

--- Ok, which group will give me good suggestions?

--- Thank you very much! You’re good designers. I’ll decorate my room according to your design.

Step 2. Lead-in

( Talk about how to deal with the old house.)

--- Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house? Should I pull it down? No, I don’t want to do that. Anyway it’s so lovely a house. Should I let it stand empty? No, not a good idea. I want to give it a second life. What shall I do? Please discuss again in groups and this time give me advice on how to deal with the old house.

< Ss discuss and give advice. >

--- Wow, you have so many wonderful ideas! I think I like to change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day?

Step 3. Fast reading on “ Factory 798 ”

--- Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called “Factory 798”. Has anybody ever heard of that? If no, let’s open our books and read the passage on Page 23. Try to find out: “What is Factory 798? ”

< Ss fast reading for a few minutes. >

--- Who has found out the answer?

→ an old army factory ; an arts centre;

Step 4. Careful reading

--- Now let’s get some detailed information about Factory 798. Please read the second paragraph of the passage carefully again and find out:

--- What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

More questions on the screen to guide the reading:

1. When was Factory 798 built? Who designed it? Who built it?

2. Why is it very different from Chinese architecture?

--- We’ve known that Factory 798 was built in 1950s. As time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

--- What has happened to it now?

→ turned into an arts center

More questions:

3. How did Factory 798 turn into an arts center?

4. Why was Factory 798 welcomed by painters, music bands, artists and musicians?

Step 5. Listening and reading

--- Now, let’s listen to the tape and get a better understanding of the text. Please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you’re not sure of. At the same time, please try to find out the following new language points in the text and see how much you can understand them in English.

< Show the language points on the screen. >

1. pull down

2. stand

3. with… aid

4. remind … of

5. set aside

Step 6. Retelling

--- Now it’s time for you to read the text by yourselves and try to summarize the text. That is to say, suppose you are a journalist from CCTV 9 and you’ve just paid a visit to the famous Factory 798. Please make a TV program to introduce Factory 798 to our citizens in your own words. I’ll give you three minutes to read through the text by yourselves and get prepared for the retelling, OK?

Step 7. Discussion

--- In almost every city around the world, there are old buildings which are no longer used, such as schools, hospitals, factories or even churches. What do you think people should do with them? Why?

→To pull down the old buildings and set up new modern ones to keep up with the pace of the society.

→New uses should be given to old special buildings. It’s a great way to save the architecture from the past.

Step 8. Writing.

--- Since we all agree that giving the old special buildings new uses is a great way to save the architecture from the past, now it’s time for you to have a practice and show your ability. You know our school is moving to the new campus now and the old campus will be left empty then. Suppose you are young painters, artists, musicians, and you can rent some parts of the school building to practice. How do you want to change the school buildings? What new uses can be given to the old school buildings? Please work in groups and make a plan about it.

Step 9. Homework.

1. Finish the program about Factory 798 as a TV reporter.

2. Finish your plan about how to reuse our old school buildings.

In this unit you have learnt about art and architecture. How comfortable do you feel doing each of the skills below?

The things I can do Evaluation

I can understand and read about art and architecture. 5 4 3 2 1

I can describe buildings and works of art. 5 4 3 2 1

I can tell the differences between traditional architecture and modern architecture. 5 4 3 2 1

I can express my preferences in English. 5 4 3 2 1

I can draw and talk about floor plans of a building. 5 4 3 2 1

I can use the past participle as the object complement. 5 4 3 2 1

I can remember and use the new words and expressions in new situations. 5 4 3 2 1

篇7：高二（上）全套教案(人教版高二英语上册教案教学设计)

Unit 1

A brief of Stephen Hawking

Stephen Hawking ; born , 1942 Oxford,England.

High School: St Albans School

College: Oxford University

Cambridge University: Do research

Incurable Disease; motorneuron (肌萎缩性侧索硬化症) wheelchair; a computer system made great contributions in physics

Scanning

Why did Stephen Hawking need a PhD?

When did Hawking become famous ?

When did Hawking visit Beijing ?

True or false statements:

1.Hawking was told that he had an incurable disease when he was just 21 years old. T

2.Finally Hawking had to give up PhD and his research

3.He and Roger Penrose made new discoveries about the Big Bang and black holes. T

4.“A Brief History of Time” is too difficult for people to understand.

5.Science is about true facts that never change.

6.When Hawking gives lectures, he always speaks through a computer.

Choice

1. Which of the following best express the main idea of the passage? ______ d

A. Hawking is famous for his new discoveries.

B. People should come to terms with their fate.

C. A scientific theory is always wrong.

D. Anyone with great determination will achieve his success.

2. Hawking became famous in the early 1970s because _____. D

A. he was disabled B. he was a PhD

C. he was sitting in a famous chair D. he made new discoveries about universe

3. According to the passage, what does “an American accent” mean? ______ C

A. Hawking’s accent. B. Hawking’s voice.

C. Sounds translated by computer. D. Accent of some British people.

4. From the passage, we can infer that _____. D

A. Hawking got married to Jane Wilde before he fell ill B. science is always true

C. Hawking is an American D. great scientists always want to know more

Questions

1. What did Steven Hawking do when he was told that he had an incurable disease?

2. How would most people feel when they were told that they had incurable diseases and may not live long?

3. What did Hawking do when visiting China?

4. What did Hawking write in 1988? And what did he explain in the book?

5. According to Professor Hawking, how do people misunderstand science?

6. What is that Hawking does not like about his speech computer?

7. What are the basic steps of the scientific method?

Discussion

How can we grow rice where there is little water?(using the scientific method )

Integrating skills

What’s the characteristic of Galileo Galilei?

Curious creative

Why could Stephen Hawking make contributions to science work? Want to know more

What can be described as the ability to use knowledge? Creativity

Read for the information to complete the table:

Scientists How they make a difference Characteristics

Stephen Hawking Always want to know more;

Never satisfied with a simple answer… Curious

Galileo Galilei Used a microscope and telescope… Curious Believe in what you do

the earth moves around the sun

Zhang Heng Built a model…show how the

position of the stars changed…. Creative..imagination,believe in what you do

Invented seismograph

Unit 2

Step1 Lead in

Do you know what they are?

And do you know how they are made?

Step 2 Pre-reading

The text below is about reporters and newspapers. Look at the title and the pictures. Try to guess which of the following questions the text will answer.

_____ How does a reporter decide what to write?

_____ How much does a newspaper cost?

_____ Why do people read newspapers?

_____ How do newspapers report what happens?

_____ Where do people read newspapers?

_____ How do newspapers help us understand the world?

Topic sentence :Newspapers and other media do more than simply record what happens

How do you decide what you are going to write?

Zhu lin: Before …, discuss … editor…listens, suggests… ( long ＆ important ) …tell…develop Editor’s job----keep …balanced ＆ interesting

Chen ying: …done…before starting; begin by contacting…questions interviewing, how ---ask, get…to talk…After…present….,make sure----reflects…

Which of the articles that you have written do you like best?

Chen Ying: About the efforts Contact museums ＆ interview experts Because …news ＆ story

Zhu Lin : …about an ordinary young woman who…adapt to…life because …with real passion; realize…unique

Topic sentence: The media can often help solve problems and draw attention to situations where help is needed.

Step 3 Careful reading

Now please read the text carefully and try to find out the answers to the following questions.

1.Who were asked to be interviewed?

2.Whom does a reporter have to discuss with before he/she decides what to write? And what is the person’s job?

3.Is interviewing someone difficult? What must a reporter know?

4.Which of the articles that they have written do they like best? Why?

5.What could they write about if they could write any article? Why?

6.What is the basic task for a reporter?

7.What result can TV programmes and printed articles bring to us?

Post reading

1.Which of the Pre-reading questions are answered in the text?

2. If you were a reporter, what would you like to write about?

3. It is important to be a critical reader. How would you “read” the following media messages?

True or false

1.Newspaper and other media just record what happens.

2.The reporter has to discuss with the editor before he/she decides what to write. T

3.Much has been done before the reporter starts writing. T

4.Chen Ying’s favourite story is about an ordinary young woman.

5.The media can often help solve problems and draw attention to situations where help is needed. T

Discussion:

Do you believe these media ?

Unit 3

Scanning

1.When was Modernism invented?

2.Who invented Modernism?

A group of architects who wanted to change society with building that went against people’s feeling of beauty

3.Why did they invent Modernism?

Modernism … in the 1920s by …who …

that went against people’s feeling of beauty. They wanted their buildings…to look natural.

Skimming

Sum up the main idea of the text:

Paragraph 1 Architecture looks at the man-made living environment.

Paragraph 2 Modernism

Paragraph 3 Modern architecture

Paragraph 4 Though modern buildings impress us, they seem hard and unfriendly.

Paragraph 5 Ancient architecture shows us many beautiful buildings.

Paragraph 6 Antonio Gaudi was an architect inspired by nature.

Paragraph 7 There are other modern architecture inspired from nature

Paragraph 8 The new Olympic Stadium.

Part 1(1 para.) Architecture looks at the man-made living environment.

Part 2(2-4 para.) Modernism and modern buildings

Part 3(5 para.) Ancient architecture

Part 4(6-8 para.) Some modern architecture takes examples from nature.

Part 1: Every great culture in the past had its own ideas expressed in art and architecture.

Part 2 How and when modernism came into being?

Part 3: The difference between traditional and modern…, and why ancient architecture…

Part 4: Examples of famous architects and great buildings that take examples from nature.

Answer the following questions

1.Who is Antonio Gaudi?

He is a modern architect. His Building are full of fantastic Colors and shapes and he likes to use some natural materials.

2.Who is Lloyd Wright ?

He is a modern architect, and build an art museum in New York. He was inspired by Japanese seashells.

3. What the materials of modern architecture and the ancient architecture?

Careful reading

1. Every great culture has the same styles for buildings, streets, squares and parks

2. Modernism wants the buildings constructed in a way to look natural.

3. Earth, stone, brick and wood are used in modern architecture.

4. Compared with ancient architecture, modern architecture stands much closer to nature.

5. Both the works of Antonio Gaudi and Frank Lloyd Wright take examples from nature. T

6. The 2008 Olympic Stadium in Beijing looks warm and friendly . T

Compare ancient architecture with modern architecture

Shape material feeling example

ancient architecture Nature does not earth,stone, beautiful Taihe Dian

have any straight lines. brick,wood natural the Temple of heaven

Cathedral

modern.. Huge,like boxes with flat steel, glass,

roofs,sharp corners and concrete, hard and Most of modern buildings

glass walls unfriendly look the same

Post reading

Answer the questions on Page20: What do the words in bold refer to?

You do not feel invited to enter them modern buildings

Antonio Gaudi, a Spanish architect, was the first to understand that.

Nature doesn’t have any straight lines.

He only wanted natural materials, such as stone, brick and wood to be used and many parts of his building. Antonio Gaudi’s

Scan the text and find two architects whose work was inspired by nature. What inspired them.

Antonio Gaudi: eyes, bones, fish and a dragon

Frank Lloyd Wright: Japanese seashells

Answer the following question

1.Which two architects were inspired by nature when they designed?

Antonio Gaudi and Frank Lloyd

2. Into which two groups can we divide those materials mentioned in the text?

Traditional materials and modern materials.

Discussion

What’s your feeling about the design of the 2008 Olympic Stadium in Beijing?

Share your design for the 2008 Olympics!!

Unit 4

Scanning

Scan the text and answer the questions.

1.Whose poetry reminds us of Su Dongpo?

John Donne reminds readers of Su Dongpo.

2.Whose poetry reminds Chinese readers of Du Fu or Li Bai?

Wordsworth, Byron, and Keats remind readers of Du Fu and Li Bai.

3.Can you name some famous Chinese poets?

Li Bai, Du Fu, Wang Wei, Bai Juyi etc.

4.Write down 5 key words that you would expect to find in a text about poetry.

Poem, poet, rhyme, style, image (literature, language, form, line)

Fast-reading

Questions

1. What are the differences between poetry and other forms of literature?

2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?

William Wordsworth

George Gordon Byron John Donne

John Keats

Careful-Reading

Para. 1 The characters of poetry.

Para. 2 Chinese ancient poets and poetry.

Para. 3 Early English poets.

Para. 4 English poets of the 19th century.

Para. 5 Why modern poets have special attraction?

Para. 6 The introduction of English poetry to China.

Para. 7 Why more people are interested in English poetry.

Divide the text into 4 parts

Part 1 Para 1 Brief introduction to poetry

Part 2 Para 2 Chinese poetry and poets

Part 3 Para3,4.5 History of English poetry

Part 4 Para 6,7 Poems can be bridges between the east and the west

Choose the best answer

1.Modern English came into being from about the middle of the ____ century. A

A.16th B. 17th C. 18th D. 19th

2. The poetry of Marvell reminds Chinese readers of the poems by ____. C

A.Du Fu B. Li Bai C. Su Dongpo D. Gou Moruo

3. Byron’s “Isles of Greece” is an example of _____. B

A. a sonnet B. romantic poetry C. nature poetry D. modern poetry

4. The wider public in Cina discovered English poetry at the beginning of the _____ century. D

A.17th B. 18th C. 19th. D. 20th

5. The advantage of reading English poetry in Chinese translation is ____. D

A.that you have more advice B. that something of the spirit is lost

C. that you understand it better D. that you learn how to express yourself in new ways

True or False

1.The wider public in China discovered English poetry at the beginning of the 19th century. F

2. Modern English came into being from about the end of the 17th century.

3. The advantage of reading English poetry in Chinese translation is that you understand it better.

Further-understanding

1. When did modern English start ?

Modern English started around the Time of William Shakespeare,towards the end of the sixteenth century .

2. Why do modern poets have their special attraction?

Because they stand closest to us both in the language and images they use .

3. When did Chinese readers start reading more foreign poetry?

Towards the end of the nineteenth century Chinese readers started reading more foreign poetry .

4. What are the differences between poetry and other forms of literature?

① Poetry plays with sounds, words and grammar

② Poetry is difficult to write,but interesting to read

③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.

there are some words in bold; can you tell what do they refer to?

Para. 1 That makes poetry difficult to write, but very interesting to read.

------Poetry plays with sounds,words and grammar.

Para. 3 Despite its short history,there is a lot of good poetry around.

------English poetry’s

Para. 4 The style and atmosphere in their poems has often…

------William Wordsworth,Byron,John Keats

Para. 5 Finally, modern poets have their special …in the language and images they use.

------modern poets

Para. 7 They can help us to understand each other better,…------poems and literature

Discussion

Are poems good for our life? What can we get from poems?

1. Poems bring passion (激情) to our life.

2. Poems help us to understand life, virtues, beauty and romance…

3. Poems make us know, we are here,we can make our life and the world more colorful!

Unit 5

Lead-in

1.What places are they?

River Thames Oxford university British Museum Thames and Big Ben London Bridge

Listen to the tape and answer the following questions.

1.How countries is the Great Britain made up of?

Three,England,Scotland and Wales.

2.Is there much rain in the Britain Isles?

Yes,there is much rain

3.When did England and Wales make up the Union? 1536.

4.What is the warmest months in the British Isles? July and August

Skimming:

Skim the text and find out the top sentences for each paragraph.

Para. 1: The idea that England stands for Fish&Chips, the Speakers’ corner and the Tower of London is past. (Idea)

Para 2: The British Isles is a group of islands that lies off the west coast of Europe. (Geography)

Para 3: The climate of the British Isles is mild with a lot of rain. (Climate)

Para 4: The culture of the people in the British Isles has received many influences from the European mainland. (Culture)

Para 5: In 1066, all of Great Britain and Ireland was run over by the French. (French influence)

Para 6: The United Kingdom has a long history. (History)

Para 7: In modern times, people throughout the British Isles speak English. (Language)

Read the passage carefully and decide whether the following sentences are true or false:

( )1.Many people around the world study English, and they know a lot about British culture.

( ) 2.Great Britain is made up of four countries.

( T ) 3.The island of Britain is separated from France by the English Channel.

( ) 4.Scotland is colder throughout the year, but receives less rain.

( T ) 5.People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.

( T ) 6.The southern part of Ireland is now an independent republic.

( ) 7. In modern time, people throughout the British Isles only speak English.

Scanning:

Read for details and fill in the form:

Headings Details

Idea Fact unknown: Made up of three kingdoms

Cultural diversity: Different country, common language

Geography Position of Britain: Off the west coast

England: In the east

Scotland: In the north

Wales: In the west

Position of Ireland: West of Britain

Position of the Isle of Man: In the Irish Sea/ between Britain and Ireland

Position of the Channel Islands Southeast of Britain

Climate The British Isles: mild

The Channel Isles: Warmer and sunnier

Scotland: cold

England and Wales: Rains a lot

Culture Influenced by the European mainland

French Influence The reason why many English words end up with French words: ruled by French in 1066

History 1536: England and Wales formed the Union

1707: Scotland joined the union

Ireland used to be: Part of the UK

And now is: An independent republic

Northern Ireland: Part of UK

The Isle of Man and Channel Islands: Ruled by the King of England

Language English, Welsh, Scottish, Gaelic and Irish

Scan the text and answer the following questions

1.What are the most important facts about the United Kingdom?

The United Kingdom is made up of four parts. They are England, Scotland, Wales and Northern Ireland.

2.Which countries make up the British Isles?

Great Britain, Ireland, the Channel Islands and Isle of Man.

3.What are the most important facts about Ireland?

Ireland is a large island in Europe. Northern Ireland is part of the UK. while the rest makes up the Republic of Ireland.

Questions

1. What is the UK?

The UK is really a nation of different countries held together by a common language and culture.

2.What’s the weather in the British Isles like?

The climate of the British Isles is mild with a lot of rain. Scotland is colder throughout the year. It also has plenty of rain.

3. From where did the culture of the people in the British Isles receive many influence?

The European mainland

4. Who ran over the Great Britain in1066? What’s the result of French influence?

The French. The result was that there were many French words in the English language.

5. Which are the first two countries that joined in the UK?

England and Wales.

6. What do people throughout the British Isles speak now? English

Unit 6

What are mentioned in the article?

Travel online shopping Smart credit cards education health medical science sports

Pre-reading

Scan the text to find out in which paragraph you can find answers to the questions.

1.How will people shop in the future? Para 3

2.How will people travel in the future? Para 2

3.What will schools be like in the future? Para 5

4.What will the future be like in generals? Para 1、6

Transportation

1.Compared with the past, what is the most important thing in future transportation?

No pollution is the most important thing.

2.Why will the maglev train be popular in the future?

Maglev train Environmentally friendly

energy –saving

Amazing speed---430 km/h

Controlled by an advanced computer system.

Health and medicine

What makes it possible for people to enjoy a longer life?

People will pay attention to ….

People are careful about….

Advances in medical science allow us….

New discoveries in …and … may lead to….

Education and knowledge

1.How will the schools of the future be different from what they are today?

There may be more “schools on the air” and “e-schools”.

2.How will the way we view learning and knowledge change?

We will become lifelong learners

Conlusion

What should we do to make sure we will have a bright future?

If we learn to accept and appreciate what is new and different. We will be well-prepared for whatever the future may have in store.

Main idea of each paragraph

Para.1 . Computers are already being used in agriculture and industry.

Para. 2. People will also use computers more and more in their personal lives.

Para. 3. It’s possible that people will work at home.

Para.4.Computers will be used more and more in transport.

Para. 5.Space travel will become much cheaper

Para. 6.In the fields of education, health and research,computers will continue to play an important part.

Main idea of two parts

Part 1: The prediction of the life in the future.

Part2: Future transportation/ education/business/ health and medicine

True or false

1. Public transportation is already well developed in most areas of China.

2. Scientists are developing new fuels and engines that are environmentally friendly. T

3. People can combine shopping with fun in the future. T

4. E-commerce will not be so popular as it is not very safe.

5.We will still prefer using cash instead of cards in the future.

6. In the future distance education will play an important part. T

1.What is one way to catch a glimpse of the future ?

One way to catch a glimpse of the future is to examine some of the major trends in contemporary society.

2.What’s the advantage of on-line shopping?

For companies, the internet makes it easier to keep in touch with customers and companies in other countries.

For people , shopping is no longer a necessity but a form of entertainment combining shopping with fun .

3.What kinds of schools will be there in the future?Why are they useful？

They are “schools on the air” and “e-schools”.

Because people can study whenever they have time and wherever they may be and , what’s more, they will become lifelong learners.

Post-reading

Advantages disadvantages

future transportation clean, fast, safe, without pollution high cost, expensive

online shopping convenient saving time no insurance of quality

future life longer and healthier

e-schools Interesting, convenient, saving time no face-to-face coach

Summary

Fields What will be used? Results

Transportation New technology ;new fuels and engines Cleaner, faster and safer.

Business E-commerce;mall; smart cards. Convenient, fun.

Health and medicine Healthy diet ; exercising regularly; Enjoy a longer and healthier life;

advances in medical science. remain active

Education and E-schools; distance education Can study at home; lifelong learners.

Knowledge

Note-making

AREA USE

Farms control the growing conditions of plants

Banks change money ;pay bills

Houses central computer to control heating and hot water recognize some’s voice

Transport work out the best distance between trains operate trains

Education Store texts

Unit 7

Step1 : Leading-in

They are all living with HIV

Step 2: Skimming

1.In what ways does AIDS spread?

AIDS, which is caused by HIV, can be transmitted via unprotected sex, infected blood transfusion or through birth.

2.How many children were infected in the world in 2002?

As a result, 3.2 million children were infected in 2002.

Step 3 Intensive Reading

Find out the main points of each part

Para.1 Xiaohua is a person living with AIDS

Para2 what is AIDS.

Para.3 How do people get AIDS

Para.4 Many children become infected with AIDS.

Para.5 Since there is little hope for Xiaohua, she decides to use the limited time to do something to help others.

Para.6 &7 xiaohua helps AIDS patients and tries to change people’s attitude to them.

Part1 Para.1

Part 2 Para.2

Part 3 para.3

Part 4 Para.4

Part 5 Para.5,6,7 How does a person live with Aids and how do others deal with a person living with AIDS?

Main idea:

This passage mainly tells us what we should do toward AIDS and Aids patients

Step 4 Scanning

Please read the text carefully again and add more questions to your list.

1.What kind of disease is AIDS?

AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless against infections and illness.

2.Where is the disease spreading faster?And why?

In Africa and parts of Asia,Mainly because of a lack of proper health care,prevention and education

3.Which kind of people suffers the most? The young.

4.What did Xiao Hua decide to do after she know she got AIDS?

She decided to use the limited time she has left to do something to help others.

5.Is the disease the only thing that AIDS patients have to suffer from?

No,they also have to deal with people’s fear of the disease

6.What is the best way to show you care about AIDS patients?

Giving an AIDS patients a hug.

Step 5: Listening and reading

1.People will die immediately after they get AIDS.

2. Xiao Hua has hardly any hope to survive. T

3. In 2002, 3.2 million children in the world were infected with HIV. T

4. We should avoid any contact with AIDS patients.

5. Xiaohua’s life won’t be as long as her classmates’ so she is unhappy.

6. Giving an AIDS patient a hug is the best way to show that you care him / her. T

Step 6 Post-reading

1.Find out the difference between AIDS and HIV.

HIV is the virus that caused AIDS. AIDS is a kind of incurable disease. People get AIDS after having been infected with HIV virus.

2. How should we act towards people who have HIV / AIDS? What can we do to help them?

We should be helpful ,friendly and understanding .We can help them by learning more about the disease and by treating them as normal people.

Uni 8

Step 1 Lead-in

1.What should you do if you find a person whose leg is bleeding? Why?

2.What would you do if a person has drunk poison by mistake? Why?

Step 2 Skim the text and complete the table

Letter Represent Meaning

D Danger The accident scene is no longer dangerous

R Response To know that he/she is conscious and can breathe.

A Airway To make sure a person’s airway is open and it is easy to breathe.

B Breathing To start the person who is not breathing at once, using mouth-to-mouth method.

C Circulating Make sure the person’s blood is circulating by looking for color, coughing and eye movement.

Step 3 Fast- reading

What’s the topic of the paragraphs ?

Para. 1. First aid is very important

Para. 2 The most important is to stay calm.

Para. 3-4 When we have to think fast,we must remember DR ABC to give first aid

Para. 5-6 When we have checked the DR ABC we should give the first aid that is needed and call an ambulance.

Step 4 Scanning

1). Is it vital to learn some knowledge about first aid? Why?

Yes, because seconds count in an emergency, and knowing what to do can mean the difference and death.

2). What is the most important thing to bear in mind when you are confronted with an emergency? And for what reason?

We must stay calm, for only in this way will we be able to consider what to do and make better decisions.

3). What is a correct way of placing a body so that the airway is clear and it is easy to breathe?

(Answers on Page 60.)

a…

b…

c…

Step 5 Listen to the tape and answer the question.

Para. 1 First aid is very important

Why is first aid important in our daily life ?

Para. 2 What is the most important thing to remember when dealing with an emergency ?

Para. 3-4 What do the hospitals recommend ?

What do the letters DR ABC stand for ?

What are three important things?

1.Check that the person can breathe.

2.If the person is not breathing, you must try to start his breathing at once.

3.If the person is bleeding badly, you must try to stop the bleeding.

Para. 5 What should we do when we have checked the DR ABC ?

Para. 6 Can we do first aid correctly after reading this passage?

Step 6 Comprehension

1. By saying “ Seconds count in an emergency, ” the writer means ________.

A time is very important B you can count numbers by the second

C time is life D to be calm down, in an emergency, just say numbers by the second

2. What should you do if you want to do first aid correctly ?

A.Learn with a teacher. B Remember the letters DR ABC

C Stay calm D All of the above

3. According to the passage, people in the accident_______.

A. can be helped by anyone who’d like to do so

B. Should be waken up as soon as possible

C. should be put in the recovery position when having been given first aid

D. can be given first aid even without checking the DR ABC

4. Which of the following sentences best expresses

the main idea of the passage?

A. DR ABC should be remembered

B. Remembering the letters DR ABC is enough forfirst aid

C. Why first aid is important and what the letters DR ABC stand for in an emergency

D. What the letters DR ABC mean

5. In the passage., the author seems to be _________.

A.explaining the meaning of the letters DR ABC B. telling us the importance of the first aid

C. giving some basic information about first aid D. showing the importance of DR ABC

Step 7 True or false

1. We can do nothing but call an ambulance or the police when someone is hurt.

2. If you don’t know about first aid, never try to revive the wounded person. T

3. We can check blood circulating only by looking for eye movement.

4. If the person is not breathing , we must start her breathing in ten minutes.

5. If a person is bleeding, make sure that the airway is clear and it is easy to breathe.

6. When the accident happens, go to save the wounded people immediately.

Step 8 Post-reading

Look at the pictures on Page60. Use what you have learnt from the text to explain what the people are

doing in the pictures.

Picture 1

The man is gently tipping the person’s head back to make sure that his airway is open and it is easy to breathe.

Picture 2

If a person is not breathing, we can use the mouth-to-mouth way to start his/her breathing. And this must be done within five minutes.

Picture 3

If a person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop the bleeding.

Step 9 Retelling

Retell something about DR ABC according to the table in pairs.

Step 10 Group discussion

What are some of the most important things to do at the scene of an accident?

Firstly, we should keep calm, make better decisions and call an ambulance or the police.

Secondly, we should check the DR ABC and then give first aid if we know how to do it.

Thirdly, we should put the person in the recovery position and make sure that the airway is clear and it is easy to breathe.

Finally, we should cover the person with a blanket or a jacket to help him or her stay calm, stay with him or her and wait for the ambulance.

Unit 9

skimming

When and where was the first Earth Summit held? What did they do then?

It was first held in Stockholm in 1972.Representatives discussed some of the most important problems facing our planet. Much progress has been made.

step1. Fast reading

Try to find the main idea of each Para.Match them.

Para.1 A brief introduction to 1972,2002 Earth Summits.

Para2 The big three and the results caused by them

Para.3 The responsibilities of the richer countries

Para.4 How to save the earth

Para.5 Small changes make big difference

Para.6 Sts’ better understanding of he environment and their willingness to act are important

Para.7 One of the solutions to the problems---education

Listening

1. Listen to Para 1 and find one of the main themes of the summit.

Sustainable development

2. Listen to Para 2& 3 and find what topics are talked about by the speakers.

1)What are “The Big Three”?

Contaminated drinking water

Poor sanitation Air pollution

2) Poverty, War, Violence

What’s the present problem with the global development?

Richer people get richer while the poor get poorer.

3.What should rich counties do to solve this problem?

Rich countries have a responsibility towards poor countries and must do whatever they can to help others.

Scan the text and see which of the following best express the main idea of the passage? C

A．Different countries have different opinions about development.

B．Equality and fairness are badly needed in the today’s world.

C．The Earth Summit, a way to save the earth.

D．Sustainable development, the future for the world.

1.”Sustainable development “ was brought forth _______. B

A. at the Stockholm Summit B. at the Johannesburg Earth Summit

C. by the World Health Organization D. by China's former Premier Zhu Rongji

2. Which of the following is the main cause of millions of deaths in rural areas ? C

A. Lack of drinking water B. Poor sanitation

C. Air pollution D. Freezing cold

3. Which is the best way to make developing countries prosper ? D

A. Holding conferences like the Earth Summit

B. Richer countries offer much help

C. A better understanding of the environment

D. International cooperation

4. Which of the following best expresses the main idea of the passage ? C

A. Different countries have different opinions about development

B. Equality and fairness are badly needed in the today's world

C. The Earth Summit , a way to save the earth

D. Sustainable development , the future for the world

5. Which of the following statements is true according to the passage ? D

A.The Earth Summit was once of great help to China

B. The Earth Summit is the best way to solve all kinds of problems

C. Without poverty , war or violence we can develop the world successfully

D. Our willingness to take action is necessary for the protection of our environment

Compare with your partner and decide what you think each part of the text will be about

Introduction (para 1) Introduction of the Earth Summit

Body (para 2-6) Major problems facing the world

Conclusion (para 7) What we can do to solve the problem

Introduction (Para 1)

Fill in the form

The Earth Summit

Time Place Theme

1972 Stockholm The Human Environment

2002 Johannesburg Sustainable Development

Step2.Read the text carefully.

Para.1 Read it quickly,and answer the questions.

In 2002, the Earth Summit was held in Johannesburg in

South Africa. One of the main themes of the summit was Sustainable development

What does “sustainable development” mean? D

A.Developing the nature. B.Developing economy.

C.Taking better care of the earth. D.Developing the world without damaging the environment

Para2. Listen to the tape .

What does the “big three” refer to?

Contaminated drinking water, poor sanitation, air pollution.

Try to find these sentences true or false.

The three big killers in the world are poverty, war, and violence.

Air pollution is a big problem only in rural areas,especially in developing countries.

20% of the people on earth have no clean drinking water.

Read Para.4---Para.6. Do the following exercises.

1.What one of the visitors said shows that____. C

A.There exist serious problems at present.

B.It is difficult to save the earth.

C.The earth summits make people understand the environment.

D.All of us have realized the importance of protecting the environment.

2.What’s the earth summit? C

A.It’s a place to find problems.

B. It’s a place to discuss how to develop economy.

C.It’s a place to find solutions to how to develop without damaging the environment

1.Which of the following statements is not true according to the passage? B

A. Farmers are increasing the numbers of their cattle.

B. Farmers are limiting the numbers of their cattle.

C. Heavy rains and strong winds are destroying the valuable soil.

D.Fewer trees are left to hold the soil in place on the hillside.

2.Air pollution doesn't cause _______. D

A. the destroying of forests B. the killing of fish in lakes

C. illnesses and injuries to people D. the spreading of clouds of radiation

3.What is the possible reason why the Mediterranean can’t clean itself? D

A.One quarter of the shores are polluted. B. A lot of diseases are present in the water.

C. It lies between Europe and Africa. D. It has only one narrow entrance to the ocean.

4. The 1st part of the passage is mainly about ________. A

A. the reasons why the area of desert is growing

B. the numbers of cattle farmers should keep

C. the valuable soil strong winds blow away

D. the damage rains and winds bring about

5. If people change their habits, pollution _______. B

A. can be completely stopped B. will become less and less

C. can do less damage to people D.will do no harm to people

6. According to the text _________ are the worst enemy of nature. B

A. cattle B. humans C. deserts D. chemicals

Now, please read the passage carefully. You should pay attention to some detailed information in the passage . After that .Please answer these questions.

1 .What are the “big three”?

The “big three” refers to contaminated drinking water, poor sanitation and air pollution.

2 . Why are conferences like the Earth Summit important?

Because they help people understand that there exist serious problems and that there’s still time to take action. They can tell us what we can do to help, too.

3 .What issues are discussed at the Earth Summit?

Contaminated drinking water, poor sanitation, air pollution, poverty, wars and violence.

4．What is the key to the problem according to the text? Why?

Education 1. To build a better society and put an end to the death and suffering caused by the big three

2. To wipe out much of the poverty.

3. To see less violence and fewer wars.

summary

Accidents I. Time : 1986

Place : at a nuclear power station in Russia

Results : 125,000 die

Accidents II Time : 1984

Place : at a factory in the town of Bhopal in India

Results : 2500 be killed; many lose sight

Fact causes results

Earth desert grow every year cattle ; trees be cut down have less farm land

Air be polluted; chemical rain smoke from; accidents forests be destroyed; fish be killed ;

do harm to people

water be polluted; diseases waste from ; accidents living things be killed ; have less

drinking water ; nowhere to swim

Discussion

If you are one of the representatives at the Earth Summit, What proposal will you offer to solve the problems on the earth?

Unit 10

Step 1 Lead in

1.What’s the weather like today?

2.Do you often care about the weather?

3.How do you hear about it?

4.Have you ever heard of typhoon?

5.What words can you think of to describe the typhoon weather?

heavy wind (blow hard) storm roaring thunder

Also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.

6. What will you feel in such kind of weather?

frightened, scared, terrible, happy (why?)

7. What about the hurricane? Have you everheard about it?

8. What about volcano?

9. Look at the picture. Find out as much as you can to describe it.

Eruption lava

10. How is a volcano formed?

The rocks under the earth becomes hotter and hotter and erupted from the mountain.

11. Where is the most possible place that a volcano may erupt? Near the oceans

12. Do you know how a volcano works,if you do, describe it?

Gas vapour, carbon dioxide, nitrogen, sulphur, etc.

Solid bits of rock and volcanic ash, etc.

Liquid lava

Step 2 Pre reading

the town of Pompeii (relics) two thousand years ago 18 hours

Skimming

Main idea of each part:

Para.1 General introduction to the letter.

Para.2 When and where the volcano erupted?

Para.3-6 What Pliny did when the volcano erupted?

Para.7 Conclusion to the letter.

Decide whether the following sentences are true or false.

1.A volcano erupted on the 24th of August in 79 BC in southern Italy.

2.My uncle planned to save his friend’s wife Rectina.

3.My uncle went to rescue Pompy after saving Rectina. T

4.The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

5.They decided to try the open air instead of staying in the house. T

6.It was night when the volcano erupted

Divide the text into several parts and tell the main idea of each part.

Step 3 While reading

Scan the text and answer the following questions.

1.What did Tacitus ask the author to do?

Ask him to write him sth about the death of his uncle Pliny.

2.From whom was the letter which the author’s uncle brought?

From his friend’s wife Rectina.

3.Where was Rectina’s house?

At the foot of Vesuvius.

4 What did the captain urge the author’s uncle to do?

He urged the author’s uncle to turn back.

5 Why did the author’s uncle ask to be taken to the baths?

Because he wanted to help the other to calm down.

6 When was the author’s uncle’s body found?

When daylight came again two days after he died.

7.What is described in the following passage?

The eruption of the volcano called Mount Vesuvius.

8.When and where did it happen?

On the 24th of August in 79 AD in southern Italy.

9.Who is the writer of the letter?

Pliny, the younger.( The author of the letter is Pliny’s nephew.)

Read the text carefully & fill in the following form.

Date: On the 24th of August in 79 AD in southern Italy.

What happened: The eruption of the volcano called Mount Vesuvius.

First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.

Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.

Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people

Finally My uncle wanted to get out of the danger but failed. He was dead.

Arrange the following statements according to the right order.

1.He decided to rescue his friend Pompy.

2.Some people watched an unusual cloud rising from a mountain.

3.Rectina begged him to save her.

4.He ordered a boat made ready.

5.Two slaves helped him stand up and immediately he fell down dead.

6.He bathed and had dinner.

7.A rain of rocks was coming down.

2 4 3 1 6 7 5

Read the text again and explain what the words in bold refer to.

it: a cloud of unusual size and shape rising from a mountain

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

The eruption of Mount Vesuvius

Time What happened

on the 24th of Aug. in 79AD, between 2 & 3p.m. a cloud rose from the mountain

afterwards some of the cloud was white and dark

after dinner broad sheets of flame were lighting up many parts of Vesuvius

the next day shower of rock, darkness

This passage mainly tells us________. C

A To tell sth about Volcano happening in 79AD

B To tell sth about the death of Uncle Pliny

C To help Tacitus to recall what happened to Uncle Pliny

D To be in memory of Uncle Pliny

篇8：高二11单元教案 (人教版高二英语上册教案教学设计)

Unit 11 Scientific achievements

I． 单元教学目标

技能目标Goals

▲ Talk about science and scientific achievement

▲ Practise expressing intentions and wishes

▲ Learn about Word Formation (1)

▲ Write a persuasion essay

II． 目标语言

功

能

句

式 1．Talk about science and scientists

2. Practise expressing intentions and wishes

If I got the money, I would……

My plan is to…….

I hope that…….

I want/ wish/hope/intend/plan to……

I’d like to……

I’m thinking of……

词 汇 1. 四会词汇

Engineering, solar, significant, mankind, constitution, likely, zone, private, grasp, master, perfect , arrange, rely, failure, locate, valley, brand, luggage, achieve, organ, boom, breakthrough, agency, announce, evolution, supercomputer

2. 认读词汇

Neil Armstrong, Alexander G Bell, eureka, economic, hi-tech, technological, overseas, IT, Lenovo, Founder, silicon, Nokia, Motorola, rejuvenate, impressive, genome, element, byte, humanoid

3. 词组

set foot (in), rely on, put forward,

4．重点词汇

significant, likely, private, grasp, master, perfect , arrange, rely, failure, locate, achieve,

breakthrough, announce

结构 Word formation

重

点

句

子 1．Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.

2. Not all the new companies can succeed, but the spirit and creativity they represent are more important than money.

III． 教材分析与教材重组

1. 教材分析

通过学习了解人类的科学成就，帮助学生认识到这些成就深刻地改变了人类生产和生活的方式及质量，同时也深刻地改变了人类的思维观念和对世界的认识，改变并继续改变着世界的面貌，极大地推动了社会的发展。激发学生学科学，爱科学，把科学知识转化成科技成果，报效祖国, 为祖国的繁荣富强贡献自己的力量。

1.1 WARMING UP 通过讨论一些科学成就，帮助学生认识到这些成就怎样改变了我们生存的世界，对我们又将有什么样的影响以及所有科学成就的共同之处是什么。

1.2 LISTENING是一些科学发明的具体事例。

1.3 SPEAKING是一个任务型教学活动。提供了4种科研项目，让4位同学做为代表发言，通过介绍和辩论，说明自己的项目最重要，从而学会表达自己的意图和希望。

1.4 PRE-READING是开放性问题，要求学生开动脑筋，勤于思考，小组讨论找出问题答案。

1.5 READING是关于中关村科技园的介绍。通过学习了解中关村的发展，激发学生的民族自豪感。教育学生要以振兴民族产业为己任，为改变中国这个拥有13亿人口的大国的科技面貌产业，为由“中国制造”向“中国创造”迈进而努力学习。

1.6 POST-READING第一个题是5个选择题，目的是训练学生的事实核对能力；第二题是开放性问题比较中关村-中国的硅谷和美国硅谷的异同，此题可以很好的培养学生自主学习的习惯，还可以训练学生的概括能力，训练学生开放性思维，要求学生学会多角度的去思考问题，更能开阔学生的思路，丰富学生的视野。

1.7 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study 是一个英语释义练习，旨在培养学生的英语思维能力，有助于养成英语思维的习惯。Grammar构词法知识介绍。本单元的语法训练设计是从易到难，呈阶梯状，由构词法知识介绍到篇章中的猜词义连习，设计得非常科学，可操作性强。

1.8 INTEGRATING SKILLS中的Reading介绍了近十几年来中国在不同领域取得的一些重大成就。WRITING部分要求学生给《现代科学》（Modern Science）杂志写一篇关于最伟大科学成就的文章，说明原因并且解释为什么你认为它是最伟大的。

1.9 TIPS 介绍了怎样写persuasion essay。

2. 教材重组

2.1将GRAMMAR与WORKBOOK中的语法练习题整合在一起上一节“语法课”。

2.2把WARMING UP 作为SPEAKING的热身练习，将WARMING UP与SPEAKING整合在一起，通过谈论科学成就，讨论最重要的科学成就，练习表达自己的观点和愿望，上一节“口语课”。

2.3将LISTENING 和 WORKBOOK 的LISTENING 结合在一起，上一节“听力课”。

2.4把PRE-READING, READING 和POST-READING 放在一起上一节阅读课。

2.5 将INTEGRATING SKILLS 设计为一节“综合实践课（一）”。

2.6将WORKBOOK 的INTEGRATING SKILLS设计为一节“综合实践课（二）”。

3. 课型设计与课时分配（经教材分析，本单元可以用6课时教完）

1st Period Grammar

2nd Period Warming up, Speaking

3rd Period Listening

4th Period Reading

5th Period Integrating Skills (1)

6th Period Integrating Skills (2)

IV. 分课时教案

The First Period Grammar

Teaching goals 教学目标

1. Target language目标语言:

Learn the Grammar--- Word formation (I)

2. Ability goals能力目标: Study the ways of forming a word and enlarge students’ vocabulary.

3. Learning ability goals学能目标：Enable students to use context clues and what they know about word parts to guess the meaning of new words.

Teaching important points教学重点

The ways of forming a word.

Teaching difficult points 教学难点

How to guess the meaning of a new word.

Teaching methods教学方法

Explaining and practising

Teaching aids教具准备

1. a projector 2. a computer

Teaching procedures & ways教学过程与方式

Step I Lead in

T: Good morning afternoon, class!

Ss: Good morning afternoon,Mr/Ms…

T: In this class, we are going to start Unit 11 Scientific achievements .Now pay attention to the two words. Will you please tell me how the two words are formed?

S1“Scientific”is the adjective form of” Science”.

S2:“Achievement “ is the noun form of “achieve”.

T: Observe them carefully; can you explain how they are formed?

S3:” Science” is a noun, if we add –fic to it, then we get its adjective.

S4: “achieve” is a verb. If we add –ment to it, we get its noun.

T: Excellent ! That is how the two words are formed. The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word ”unflattering,“ the root is simply ”flatter,“ while the prefix ”un-“ makes the word negative, and the suffix ”-ing“ changes it from a verb into an adjective (specifically, a participle).This is the grammar we are going to learn in this class.(Show Word Formation on the powerpoint.)

Step II Grammar

Ask students to observe the given words carefully and find out how words are formed.

T: How do learners improve their vocabulary? There are no super shortcuts to vocabulary, but there are various forms of support. Here is one example. Increasing your vocabulary is so important that you just can't forget about it. Don't bury your head in the sand. OK.. Please look at the following words and tell how they are formed. (Show the following words on the PowerPoint.)

affix

infix

prefix

suffix

Teacher explains the following.

T: What do these words (nouns) have in common?

Ss: All of them contain the root “fix”.

T: Well, they do have a number of things in common. Let's settle for the most obvious, the 'fix' at the end. So if we split them, this is what we get

af + fix

in + fix

pre + fix

suf + fix (These will be shown on the PowerPoint)

T: What does 'fix' mean?

Ss: Fix means attach to, fasten, stick, glue.

T: What about 'af' , 'in' , 'pre' , 'suf' ? in' and 'pre' are understandable, aren't they ?

'in' a room, 'in' a sentence, 'in' a word.

'pre' means before like in pre-war, pre-school, premature.

So what do infix and prefix actually mean? infix - to attach something inside (a word).prefix - to attach something at the beginning of (a word)

What about 'af' and 'suf'?

That's a bit more difficult to explain. 'af' is actually from the beginning the Latin word 'ad', and the meaning is the same as the English word add. Add 4 and 5 and you get 9.

'suf' is the Latin word 'sub', like in submarine, subway, suburb. The meaning is under, after (outside).

Why have the d in 'ad' and the b in 'sub' changed into f?

The reason is really quite simple. 'adfix' and 'subfix' are difficult to pronounce. There is economy in everything! You simply leave out the d and the b, but in order to mark their existence the words are spelt with an extra f .

So what do affix and suffix actually mean?

Ss: affix - to attach something to (a word)

suffix -to attach something at the end of (a word)

T: We have now fixed the fixes, haven't we? affix - something you add (stick) to a word

There are three kinds of affixes:

added inside the word - infix

added at the beginning of the word - prefix

added at the end of the word – suffix

Ss: What's this good for then?

T: Well, there are thousands of words with prefixes and suffixes. The infixes are fewer and less useful to you.

The English vocabulary basically consists of words of Latin and Germanic origin. There are prefixes in both groups.

If you know the basic meaning of a prefix or a suffix you can often 'guess' the meaning of an English word. There are a limited number of Latin prefixes and suffixes. If you learn the meaning of them, and learn to recognize them in English words, you will increase your vocabulary much faster.

Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary): (Show the following on the PowerPoint.)

ab

(away) abstain, absent, absolve

ad

(to) adverb, advertisement, advance, adjoin

in /il-/im-/ir-

(not) incapable, indecisive, intolerable , illegal, impossible, irrugular

inter

(between, among) international, interaction interdependent, interprovincial

pre

(before) prerecorded, preface prefer

post

(after) postpone, postscript, postwar

sub

(under, not quite) subsoil, subscription, suspect ,subway, subnormal

trans

(across, to a changed state) transfer, transit, translate, transport ,transform

Step III Practice

T: Are you ready for some exercises? Open your books and look at Page6. Let’s do the exercises. Let’s do Exercise 1 first .How are these words formed? (Or show the following words on the PowerPoint).

international= inter-+national telephone= tele-+phone

mankind=man+kind broadband= broad+band

extremely=extreme+-ly manned= man+ -ed

hi-tech= high+technology email= electronic mail

IT= information technology CSA= Chinese Space Agency

S1:I think international and telephone are formed in the same way. We add prefix inter- to national and tele- to phone.

T: Good! What about the others?

S2: Mankind and broadband are formed in the same way. Each is made up of two words.

S3:Extremely and manned are formed by adding a suffix.

S4:Hi-tech is the shortened form of high technology and e-mail is the shortened form of electronic mail.

S5: IT stands for information technology. We use the first letters of the two words to form a new one .We use the first letters of Chinese Space Agency to form the word CSA.

T；Well done .So we know that words are formed in these ways. When you come across a new word, you can easily guess the meaning. Ok ,let’s come to Exercise2.

Deal with the rest of exercises in the same way.

Step IV Workbook

Step V WORD FORMATION EXERCISES

(If there isn’t enough time, please print it out and give the handouts to students as homework)

T: I’m very glad you’ve done the exercises quite well. Would you like to try some difficult ones?

Now look at the following exercises. You are given 8 minutes. Then we will check the answers together. If you have any difficulty, you may work with your partner or refer to a dictionary.

( Show the following exercises on the powerpoint.)

Use the word at the end of each gap to form a new word with which to fill the gap. While doing this exercise, look for clues which tell you what kind of word is missing (adjective, noun, verb, adverb). Make sure to take into consideration forms using various prefixes and suffixes, as well as negative forms.

EXERCISE # 1

This text was taken from ”The Picture of Dorian Gray “ by Oscar Wilde

In the centre of the room, clamped to an upright easel, stood the full-length portrait of a young man of _____(ORDINARY) personal beauty, and in front of it, some little _____(DISTANT) away, was sitting the artist himself, Basil Hallward, whose sudden _____(APPEAR) some years ago caused, at the time, such public ______ (EXCITE), and gave rise to so many strange conjectures. As the painter looked at the ______ (GRACE) and comely form he had so _______

(SKILL) mirrored in his art, a smile of ______ (PLEASE) passed across his face, and seemed about to linger there. But he ______(SUDDEN) started up, and, closing his eyes, placed his fingers upon the lids, as though he sought to _______(PRISON) within his brain some curious dream from which he feared he might ______(WAKE).

EXERCISE # 2

This text was taken from ”The Time Machine“, by H(erbert) G(eorge) Wells

`It is simply this. That Space, as our ______(MATHS) have it, is spoken of as having three dimensions, which one may call ______(LONG), Breadth, and _______(THICK), and is always definable by _______(REFER) to three planes, each at right angles to the others. But some philosophical people have been asking why THREE dimensions _______ (PARTICULAR) --why not another direction at right angles to the other three?--and have even tried to construct a Four-Dimension geometry. Professor Simon Newcomb was expounding this to the New York Mathematical Society only a month or so ago. You know how on a flat surface, which has only two dimensions, we can represent a figure of a three-______ (DIMENSION) solid, and ______(SIMILAR) they think that by models of thee dimensions they could represent one of four--if they could master the _______(PERCEIVE) of the thing. See?'

Keys to EXERCISE # 1

Extraordinary, distance, disappearance, excitement, gracious, skillfully, pleasure, suddenly, imprison, awake

Keys to EXERCISE # 2

Mathematicians, Length, Thickness, reference, particularly, dimension, similarly, perspective

Eight minutes later check the answers.

Show the answers on the PowerPoint so that students can have a better understanding of word formation.

T: After doing theses exercises I’m sure you have a better understanding on word formation. I hope this will help you to improve your vocabulary. When you come across a new word, try to guess its meaning in this way. Good luck to you! Today’s homework Finish all of the Vocabulary and Grammar exercises on the workbook That’s all for today.

Step VI Homework: Finish all of the Vocabulary and Grammar exercises on the workbook. Learn vocabulary on scientific achievements.

The Second Period Warming up & Speaking

Teaching goals 教学目标

1. Target Language目标语言：

a. 重点词汇和短语

solar energy, breakthrough, organ

b. 交际用语

Practise expressing intentions and wishes.

If I got the money, I would……

My plan is to…….

I hope that…….

I want/ wish/hope/intend/plan to……

I’d like to……

I’m thinking of……

2. Ability goals能力目标: Enable students to talk about scientific achievements. Help them learn to express intentions and wishes.

3. Learning ability goals学能目标：Talk about great scientific achievements that have changed the world. Practise expressing intentions and wishes by talking about which scientific project is the most important .

Teaching important points教学重点

Talk about great scientific achievements. Learn the patterns used to express intentions and wishes.

Teaching difficult points 教学难点

How to express intentions and wishes.

Teaching methods 教学方法

Group work Discussing (cooperative learning)

Teaching aids 教具准备

a tape recorder, a projector and a computer

Teaching procedures & ways 过程与方式

Step I Revision

Check the homework. Check the answers on the workbook with the whole class.

Ask some students to name some great achievements.

Step II Warming up

Show the photos of some great scientific achievements that have changed the world on the PowerPoint. Divide students into groups and ask them to discuss which one is the most important and what these achievements have in common. (The exercises in warming up on Page 1).Students may have different opinions. The most important thing is to encourage them to think and express their opinions.

T: Please look at these great achievements and work in groups and discuss the following questions. You may have different answers. But you will have to tell us your reasons. (Show the following questions on the PowerPoint.)

1. Among the great scientific achievements that have changed the world, which one do you think is the most important? Why?

2. What are some other scientific achievements that you think are important?

3. Do these achievements have anything in common? If so, what?

Five minutes later ask some students to speak out their opinion.

T: Ok. Please stop here. I’d like to listen to your opinions.

S1: I think electricity is the most important. The modern world cannot work without electricity. Electricity has changed our way of life. This summer in some areas there wasn’t enough electric power, so some factories had to close and people had lot of problems in life.

S2: In my opinion the most important is Radio and television. Radio and television have changed the way we look at the world.

S3: That’s true. But I still think the most important is solar energy. Because by using solar energy, we can save other energy resources. And what’s more we can protect our environment.

……

T: Good! Do these achievements have anything in common?

Ss: These great achievements have changed the world.

S8: And all these great achievements were made by westerners/ foreigners.

T: That’s true. My dear students please think thousands of years ago our ancestors made 4 great inventions that changed the world. We are proud of them. But among the recent 75 greatest achievements, none was achieved by us Chinese .So I hope you study hard and make great scientific achievements. I will be very proud of you. Every Chinese will be proud of you.

Step III Speaking

T: Ok. Suppose we are in the year of 2015. You are scientists. You are working on different projects. All of you need money and want to get money to complete your project. You will introduce your project and explain why it is the most important. One member will listen to all the scientists and ask questions .At the end of the discussion, he or she must decide who will get the money and why .Now turn your books to Page 2, look at the Speaking part and work in groups of five .Please don’t forget the useful expressions. You are given five minutes to do it. Then I will ask some groups to act it out.

Show the useful expressions on the PowerPoint.

If I got the money, I would……

My plan is to…….

I hope that…….

I want/ wish/hope/intend/plan to……

I’d like to……

I’m thinking of……

Five minutes later, some students are asked to act it out

Sample of the speaking:

Official: I know all of you have your own reasons. Now I’d like each of you to state your reasons and answer my questions truthfully so that I can decide who will get the money.

Dr Wilson: Ok. I’ll speak first. Our team is working on a cure for AIDS. As everyone knows, this is an issue for everyone. AIDS as a disease is not affecting only minority groups - gay men, drug users and prostitutes. The latest figures from the World Health Authority and UNAIDS show that HIV infection is now the fastest-growing serious health condition in many countries around the globe, where women are particularly at risk of becoming HIV-positive. It's clearly no longer the 'minority' disease it once was. I hope to find a cure as soon as possible. So our research is extremely important.

Official: We’ve spent a lot of money on many programs which help people fight AIDS in poor countries.

Dr Wilson: That’s true. But our research is to find a cure for this deadly disease. If we got the money, we would do more experiments and find a solution sooner. Then we would save thousands of lives.

Official: OK. Let’s listen to what Dr Jones will say.

Dr Jones: Our research project is about cloning and how to use the new technology to cure disease. The main reason to clone plants or animals is to mass produce organisms with desired qualities. Other reasons for cloning include replacing lost family pets and repopulating endangered or even extinct species. And we are thinking of using the new technology to cure diseases.

Official: Could you give us an example?

Dr Jones: The number of pandas is becoming smaller and smaller. Even though the Chinese government has been trying hard to provide pandas a suitable environment, the number remains samll. If we find a way to clone pandas, they won’t die out. We can help to keep the balance of the world. So I think our group should get the money.

Official: Ok. I think it’s Dr Smith’s turn.

Dr Smith: Without water, man cannot live. Water is very important to us. But many areas are short of water. In some places, people cannot have enough drinking water. So I want to develop new technology that will make it possible to grow food in areas where there is very little water. This new technology would help us save the natural resource.

Official: How are your experiments going?

Dr Smith: The experiments are going as expected, but at present we are short of money. I need your support.

Official: Let’s listen to Dr Winfrey’s explanation about his project.

Dr Winfrey: Once the moon has been reached, Mars seems the next obvious destination. We are working on sending a manned spaceship to Mars. It would be very difficult for one country to carry out such a program. A mission to Mars would require funding.

Official: Neil Armstrong's ”One giant step for mankind“ defined a generation. The project is very interesting and I am not turning it down. I support it, and it should be further developed. The money goes to Dr Winfrey’s group. Congratulations!

Dr Winfrey: Thanks. You will be proud of us.

T: Well done. Many of you can express intensions and wishes very well. After class please practice these useful expressions more often.

Step IV Workbook

Step V Homework

Surf on the internet or use the library to find some information of Neil Armstrong, Alexander G Bell, Ray Tomlinson and more about scientific achievements in groups.

The Third Period Listening

Teaching goals 教学目标

1. Target Language目标语言：

constitution, Neil Armstrong, Alexander G Bell, Ray Tomlinson, eureka

2.Aility goals 能力目标:

Introduce some great scientists and their achievements to students by doing some listening exercises.

3. Learning ability goals学能目标：

By listening to the introduction of some scientists and their achievements help students learn more about scientific achievements. Improve their listening ability by doing listening exercises.

Teaching important points教学重点

Listen to materials about some great scientists and their achievements.

Teaching difficult points教学难点

How to improve their listening ability

Teaching methods教学方法

Listening, speaking, discussing

Teaching aids 教具准备

a tape recorder, a projector and a computer

Teaching procedures & ways 过程与方式

Step I Revision

Check the homework.

Ask some students to express their intensions and wishes using the patterns learned in this unit.

Ask students to say more about scientific achievements.

Step II: Leading in

After students talk about some great scientific achievements, show the pictures of Neil Armstrong, Alexander G Bell, Ray Tomlinson. Ask students to say something about the three great men.

T:Do you know anything about Neil Armstrong？

S1: He is the first man to land on the moon.

T: Good! What about Alexander G Bell?

S2: He was the inventor of telephone.

S3: Ray Tomlinson invented e-mail.

T: Quite good! Now let’s listen to some materials about them and then finish the exercises on page 2.

Step III: Listening

Part 1

Play the tape for students to listen and give students several minutes to finish the exercises. If students have any difficulty in listening, explain the difficult points and play the tape again where necessary. Then check the answers with the whole class.

T: Well done! I would like to learn more about Neil Armstrong, Alexander G Bell, Ray Tomlinson. .Which group will introduce Neil Armstrong to us?

S1: Our group has found something about Neil Armstrong.

T: Good. Please introduce something to us. Let’s read together. (Ask students to show the following on the PowerPoint or print them out)

In 1969, Neil Armstrong made history by becoming the first man to walk on the moon, uttering the immortal phrase, ”One small step for man, one giant leap for mankind.“

NAME: Neil A. Armstrong

NASA Astronaut (former)

PERSONAL DATA: Born August 5, 1930 in Wapakoneta, Ohio. Married. Two sons.

EDUCATION: Bachelor of Science degree in aeronautical engineering from Purdue University; Master of Science degree in aerospace engineering from University of Southern California. He holds honorary doctorates from a number of universities.

SPECIAL HONORS: He is the recipient of many special honors, including the Presidential Medal for Freedom in 1969; the Robert H. Goddard Memorial Trophy in 1970; the Robert J. Collier Trophy in 1969; and the Congressional Space Medal of Honor, 1978.

EXPERIENCE: From 1949 to 1952, he served as a naval aviator; he flew 78 combat missions during the Korean War. During 1971-1979, Armstrong was professor of aerospace engineering at the University of Cincinnati, where he was involved in both teaching and research. Currently serves as Chairman, AIL Systems, Inc. Deer Park, N.Y.

NASA EXPERIENCE: Armstrong joined NACA, (National Advisory Committee for Aeronautics), NASA's predecessor, as a research pilot at the Lewis Laboratory in Cleveland and later transferred to the NACA High Speed Flight Station at Edwards AFB, California. He was a project pilot on many pioneering high speed aircraft, including the 4,000 mph X-15. He has flown over 200 different models of aircraft, including jets, rockets, helicopters and gliders.

In 1962, Armstrong was transferred to astronaut status. He served as command pilot for the Gemini 8 mission, launched March 16, 1966, and performed the first successful docking of two vehicles in space.

In 1969, Armstrong was commander of Apollo 11, the first manned lunar landing mission, and gained the distinction of being the first man to land a craft on the Moon and the first man to step on its surface.

Armstrong subsequently held the position of Deputy Association Administrator for Aeronautics, NASA Headquarters Office of Advanced Research and Technology, from 1970 to 1971. He resigned from NASA in 1971.

As a young man, Alexander Graham Bell taught deaf students in schools and universities and tutored them privately to help them communicate. He was trained in this work by his parents.

In 1862, Bell enrolled as a ”student teacher“ at a boy's school near Edinburgh, Scotland. There he taught music and elocution in exchange for instruction in other subjects. Later, he became a full-time teacher, using Visible Speech in teaching a class of deaf children. In April, 1871, Bell went to Massachusetts, where he met with great success.

As a teacher of the deaf, Bell was determined to help deaf people speak, so that they could take part in the speaking world, rather than be isolated and alone. To do this, he tried to find a way to make sound visible. Bell got his idea for making sound visible from his knowledge of how the ear hears.

Ray Tomlinson Inventor of Email

Email has become one of the most commonly used forms of communication, yet its invention passed with little note. Unlike some other communications breakthroughs, like the telegram or phone, nobody thought that email would grow as big as it has. Even the inventor of email, Ray Tomlinson, didn't know he was creating something important. But despite its humble beginnings, email has become an important part of our world. Whether it is used by a business for important messages, or by a disabled person simply to communicate, email is definitely here to stay.

After learning something more about the great people, go on dealing with the rest of listening exercises.

Part 2

Play the tape for students to listen and give students several minutes to finish the exercises. If students have any difficulty in listening, explain the difficult points and play the tape again where necessary. Then check the answers with the whole class.

Part 3

Students are encouraged to think creatively and give different answers.

Step IV: Workbook

Deal with the listening exercises on workbook.

Homework: Remember the three great men and their achievements.

Learn words and expressions in the text.

The Fourth Period Reading

Teaching goals 教学目标

1. Target Language目标语言：

a. 重点词汇和短语

likely zone, private, grasp, master, perfect, arrange, rely, failure, locate, valley, set foot in, rely on

b. 重点句型

1．Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.

2. Not all the new companies can succeed, but the spirit and creativity they represent are more important than money.

2.Aility goals 能力目标: Learn about the development of Zhongguancun and great achievements China has made in recent years. Encourage students to become interested in hi-tech.

3. Learning ability goals学能目标：Students are divided into different groups. Each group will be assigned different tasks. They are asked to collect Zhongguancun’s information from different resources outside of class. Each group member should be involved. Through these activities students should learn to be involved, co-operate and solve problems.

Teaching important points教学重点The development of Zhongguancun and great achievements China has made in recent years.

Teaching difficult points教学难点

How to analyze the text and grasp the main idea of the text.

Teaching methods教学方法

Listening, reading, discussing

Teaching aids 教具准备

a tape recorder, a projector and a computer

Teaching procedures & ways 过程与方式

Step I Revision

Check the homework..

Go over the three great names Neil Armstrong, Alexander G Bell, Ray Tomlinson and how they changed the world.

Ask some students to read words and expressions in Unit 11.

Step II Pre-reading

Deal with the questions in the pre-reading part.

T: Good! In this class we are going to learn about the development of Zhongguancun First I’d like to make a survey. If you wanted to do research or start a hi-tech company, what kind of support and environment would you need?

S1: I think I will need support from academies of science.

S2：I think I will need support from the government, i.e. special policy to support my company.

S3: In my opinion, competition will help companies develop very fast. So I will set up my company in a science and technology center.

S4:……

……

T: Good! Why are scientific achievements important? How do they improve our life? How do they improve society?

S8: Scientific achievements can improve our life and change the world. For example before areoplanes and cars were invented, it took years to travel around the world. Now it is very convenient for people to travel.

S9: Scientific achievements make our life colorful. Scientific achievements make life more comfortable.

S10: Scientific achievements change our way of life. We are living a life quite different from our ancestors’.

S11: Scientific achievements also change our way of thinking.

…….

T: So scientific achievements are very important. Then you will good answers to this question:

Why do scientists spend so much time trying to achieve something?

S15: Because they like to do something valuable.

S16: Then they turn their wishes into reality.

S17: They are doing something to strengthen the social development.

T: They are very great. I hope you study hard and in future you will make some scientific achievements to benefit the world.

Step III Leading in

Help students to learn something about the symbol of Zhongguancun..

T: Now look at the picture. ( Show the picture of the statue in Zhongguancun on the powerpiont.) Do you know where it is? It is a statue of a DNA molecule. It is the symbol of the Zhongguancun Scientific and Technological Garden. In this class we are going to learn something about Zhongguancun.

Step IV Reading

Deal with the reading part.

Scanning

Ask the students to scan the text and find the information aboutZhongguancun. Then fill the information in the form. It is not necessary to write in whole sentences. Key words will do. Students will finish the task independently and then they will compare their notes with their group members.

T: First I’d like you to do the scanning and then finish the form with the information you get from the text. You don’t need to write in sentences. Key words are OK. After you finish, please compare your notes with the other group members.

Show the form on the PowerPoint.

Zhongguancun is located in Northwestern Beijing

What is it? China’s Silicon Valley

In the early 1980s Chen Chunxian opened a private research and development institute

Set up as a special economic zone

Zhongguancun is home to A growing number of overseas Chinese;

A number of science parks;

Many IT companies

The number of IT companies in Zhongguancun More that 8,000 hi-tech companies

Its effect On business& science

Several minutes later, students compare their information with each other in groups. Then show the following form on the PowerPoint.

Zhongguancun is located in Beijing’s Haidian Distric Northwestern Beijing

What is it? New center for Chinese science and technology China’s Silicon Valley

The science center got started In the early 1980s Chen Chunxian opened a private research and development institute

Set up as a special economic zone In the late 1990s Leader of China’s hi-tech industry

Zhongguancun is home to Some famous research institutes and universities A growing number of overseas Chinese；A number of science parks;

Many IT companies

The number of IT companies in Zhongguancun More than 4,000 IT companies More that 8,000 hi-tech companies

Its effect positive On business & science

T: From this form we can have a clear image of Zhongguancun. Let’s come to the post reading questions.

Skimming

Ask students to skim the text and then finish the post-reading questions.

T: Look at the post reading questions first. Then skim the text to find the answers.

Then check the answers with the whole class.

Suggested answers:

1. A.B.C.D 2. D 3.C.D 4.B 5. C.D

Sum up the main idea of each part.

Ask the students to read through the text and grasp the main idea of the text. Before giving students the answers, ask them to discuss first.

In this procedure, students should sum up the main ideas by themselves first, then discuss with group members.

(Cooperative learning)

T: Now let’s sum up the main idea of each part. While reading, please think carefully and decide how many parts the text should be divided into.

After reading the text, Ss will think carefully and then they will discuss with their group members. Then some spokesmen will stand up and speak out their opinions.

T: OK. I’m glad you have thought actively and had a heated discussion. Let’s look at the suggested answers.

(Show the suggested answers on the PowerPoint.)

The main idea of each part

Part1 (Paragraph1-2)

General introduction of Zhongguancun.

Part2 (Paragraph 3-7)

Why Zhongguancun attracts more and more overseas Chinese.

Part3 (Paragraph 8-9)

The positive effect Zhongguancun has had on both business and science & the spirit of Zhongguancun.

T:I hope you will remember the spirit of Zhongguancun.I hope it will encourage you to study hard and be the guide of your life.

Step IV Explanation

During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.

T: We have learned the main ideas of the text. This time we will deal with some difficult language focuses. Now I will play the tape for you .Please make a mark where you have difficulties.

After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text.

T: Do you have any difficulties with the text？

S1In the first sentence Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. can I replace “likely” with “possible”?

T: Yes, you can. It is the same. We can say “It is possible that something will happen” But when we say “Somebody is likely to do sth “or “Something is likely to happen.”.

E.g. The train is likely to be late.

She is not likely to come next month.

S2: In the last paragraph the second sentence” Not all the new companies can succeed”, does “not all “mean “none”?

T: No, “not all” means” some”.Do you have any other questions?

Ss: No.

T: Today’s home work Surf on the internet and find more about Chen Chunxian and Zhongguancun .That’s all for today.

Step VI Homework

Surf on the internet and find more about Chen Chunxian and Zhongguancun.

The Fifth Period Integrating Skills (1)

Teaching goals教学目标

1. Target language目标语言:

a. 重点词汇和短语 boom, rejuvenating, impressive, genetic, genome, byte, broadband, humanoid, put forward

b. 重点句型

In 1995, the Chinese government put forward a plan for “rejuvenating the nation by relying on science and education”.

2. 能力目标: Help students to learn about scientific achievements in different fields made by Chinese.

3. 学能目标: After learning about scientific achievements, students should realize scientific achievements rely on science and education and knowledge will help them to achieve their goals.

Teaching important points教学重点

Help students to learn about scientific achievements in different fields made by Chinese.

Help students to realize scientific achievements rely on science and education and knowledge will

help them to achieve their goals.

Writing: Write a persuasion essay.

Teaching difficult points 教学难点

How to write a persuasion essay.

Teaching methods教学方法

Task-based teaching method

Teaching aids教具准备

1. A recorder 2. A projector 3. A computer

Teaching procedures & ways教学过程与方式

Step I Revision

Check the homework.

T: Yesterday I asked you to find more about Chen Chunxian and Zhongguancun. Have you done your homework?

S1: Chen Chunxian was called “Father of ”China's Silicon Valley”. He died on August 9,2004 in Beijing.

S2:He was China's Silicon Pioneer, but he had had many failures.

S3: He is publicly recognized as the first mover in China’s IT industries in the 1980s. He was born in 1934. In 1953, he entered the University of Moscow to study physics. At the time of his study, it was the heyday of Russian research and development. Sputnik, the first satellite, was launched in 1957. After he finished his degree in 1958, he started his career as a researcher at the Institute of Physics in the Chinese Academy of Science (CAS), the most preeminent research institute in China.

S4: Chen Chunxian, along with 10 fellow CAS scientists took academic tours to the U.S. soon after the Open Door Policy was established in 1978.

S5: In 1980 he started up the Advanced Technology Service Department, a technology-consulting firm in the Zhongguancun area of Beijing, with 15 staff members from CAS. Many scientists and researchers followed Chen’s example in the early 1980s

……

T：I’m glad to share your information. You’ve done very well. Here’s a piece of news on his death. Please read it. (Show the following on the PowerPoint.)

Father of “China's Silicon Valley” Dies

Chinese scientist Chen Chunxian, founder of Beijing's Zhongguancun hi-tech area, has passed away at the age of 70.

The physicist died Monday morning. He made his last contribution to society by donating his corneas to a medical institution.

In 1980, 46-year-old Chen Chunxian tabled the proposal of building Zhongguancun into China's “Silicon Valley”.

He left Chinese Academy of Sciences the same year to establish the first private scientific institution in the country, the precursor of China's hi-tech enterprises.

Chen Chunxian's efforts to develop China's hi-tech industry have given him the name “father of Zhongguancun”.

(CRI August 11, 2004)

Step II Leading in

T: Though he had many failures, his spirit inspires thousands of people to work hard to build a new future. Just as a motto says: “Encouraging pioneering work and accepting failure”, great scientific achievements are the results of years of failures, years of trying to create something that has never existed before. Now let’s look at the great achievements we Chinese have made in different fields.

Step III Integrating skills

Students are requested to look through the text in the given time and then finish the exercise on Page 8. Students are given several minutes to discuss their answers with their group members. Several minutes later, check the answers with the whole class.

T: Look through the text on page 7 quickly and then finish the exercise on page 8.Eight minutes later we will check the answers together.

Suggested answers:

Field Achievements Importance

Exploring space Developed Long March rocket series Safe; used to send satellites into space; prepare for the nation’s first manned flight

Genetic research A new kind of rice which allow farmers to increase production；

Completed part of the international human genome project in 2000 A leader in the field of genetic research;

Proving that Chinese scientists are among the world’s best

Computer engineering A new high-speed broadband network was recently started;

Developed the supercomputer Shenwei; built the nation’s first humanoid robot The internet is becoming increasingly popular.

Medical science Created a chemical element that can fight cancer cells Gives hope to cancer patients all over the world; makes China one of the world leaders in the battle against the deadly disease.

After finishing the exercises, play the tape for students to follow. Then explain the questions students ask.

Step V Writing

T: Now let’s come to Writing. First read the tips. Then finish writing an essay for the magazine Modern Science.

After the brief introduction, students will discuss in groups. Then they will write an outline by themselves. Students will finish the writing outside class. After every student finishes his writing, their work will be collected and on display.

Step VI Homework Finish writing your essay.

The Sixth Period Integrating Skills (II)

附 件

I.本单元课文注释与疑难解析

1. Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.无论中国将来会有什么样的伟大成就，很有可能其中很多就诞生在北京的西北部。

1. whatever conj. regardless of what , no matter what 引导让步装语从句。

Eg. Whatever happens, the first important thing is to keep cool.( Whatever happens= No matter what happens)

不管发生什么事,头等重要的是保持冷静。

Whatever you do, I won't tell you my secret. (Whatever you do= No matter what you do )

不管你做什么, 我都不会把我的秘密告诉你。

注意：当whatever 引导名词性从句时， 不可用no matter what 替换, whatever= anything that 。

You may do whatever you want to do.（whatever= anything that）

无论你想做什么事，你都可以做。

Whatever can be done has been done. （Whatever= Anything that）已经做了能做的一切。

2. likely adj. probable可能的

1.) sb be likely to do sth

sth be likely to happen

2).. It is likely that ……

Eg. The train is likely to be late.这趟火车很可能晚点。

She is not likely to come next month.她下月很可能不来。

They are likely to become angry with him.他们可能会对他发怒

It is very likely that he will not consent.

很可能他不会同意。

like possible probable

意思都含“可能的”。

likely 系常用词, 指“从表面迹象来看很有可能”, 如:

It is likely that she will ring me tonight.(= She is very likely to ring me tonight.)很有可能她今晚给我打电话。

possible 指“由于有适当的条件和方法, 某事可能发生或做到”, 强调“客观上有可能”, 但常含有“实际希望很小”的意思, 如:

It is possible to go to the moon now.

现在有可能登上月球。

probable 语气比 possible 强, 指“有根据、合情理、值得相信的事物, 带有‘大概’、‘很可能’”的意思, 如:

l don't think the story is probable.

我觉得那故事不大可能。

2．In1995， the Chinese government put forward a plan for “rejuvenating the nation by relying on science and education” and it has helped Chinese scientists make many breakthroughs.

1995年中国政府提出“科教兴国”的规划，帮助中国科学家取得了许多突破性的成就。

1. put forward 1）提出（意见、建议）

“In 1860, a better plan was put forward by an Englishman, William Low.”

“1860年,一个名叫威廉.娄的英国人提出了一项更好的计划。”

2）推荐；提名；推举

Shall we put Mr Willinton forward as the candidate for chairman of the committee?

“我们提名惠灵顿先生作为委员会主席的候选人,好吗?”

2. rely（与on, upon连用）依靠；依赖；信任；信赖

rely on one's own efforts依靠自己的努力

You may rely on me.你可以信赖我。

rely depend

都含“信赖”的意思。

rely 指“在过去经验的基础上, 依赖、相信某人或某事物, 希望从中得到支持或帮助”, 如:

He can be -lied on to keep secret.

相信他能保密。

depend 指“出于信赖而依靠他人或他物, 以取得其支持或帮助, 这种信赖可能有过去的经验或了解为根据, 也可能没有”, 如:

He can depend on his wife for sympathy.

他相信妻子会同情他。

2. breakthrough n..1) 突破，冲破防线

a military breakthrough军事突破

2)突破性的发现，成就

a scientific breakthrough科学成就

Surgeons have made a great breakthrough in the kidney transplantation.

外科医生们在肾移植方面取得了重大突破。

II. 文化背景知识

Ray Tomlinson(born 1941) Inventor of Email

Frequently Asked Questions

Did you send the first network email?

Why did you do it?

Why did you choose the at sign?

What was the first message?

Did you receive any rewards, patents, etc.?

What were the early uses of email?

Did you send the first network email?

As far as I know, yes. However, there are a few qualifications. Network should be included because there were many earlier instances of email within a single machine. Computer networks, in any real sense, didn't exist until the ARPANET was built starting in 1969. Dick Watson proposed a form of email in July 1971 (RFC 196). I don't think that was ever implemented. It differed in that the mail was directed to numeric mailboxes. RFC 196 also suggests that the final product would be a printer output (i.e. ink on paper). SNDMSG sent messages to named individuals (computer users).

________________________________________

Why did you do it?

Mostly because it seemed like a neat idea. There was no directive to “go forth and invent email”. The ARPANET was a solution looking for a problem. A colleague suggested that I not tell my boss what I had done because email wasn't in our statement of work. That was really said in jest because we were, after all, investigating ways in which to use the ARPANET.

________________________________________

Why did you choose the at sign?

The primary reason was that it made sense. at signs didn't appear in names so there would be no ambiguity about where the separation between login name and host name occurred. (Of course, this last notion is now refuted by the proliferation of products, services, slogans, etc. incorporating the at sign.) The at sign also had no significance in any editors that ran on TENEX. I was later reminded that the Multics time-sharing system used the at sign as its line-erase character. This caused a fair amount of grief in that community of users. Multics used IBM 2741 terminals which used EBCDIC character coding. They did not have a “control” modifier key and didn't have many (any?) non-printing characters beyond space, backspace, tab, and return. The designers of Multics were constrained to using printing characters for line-editing.

________________________________________

What was the first message?

The first message of any substance was a message announcing the availability of network email. The exact content is unknown, but it gave instructions about using the at sign to separate the user's name from his host computer name.

________________________________________

Did you receive any rewards, patents, etc.?

Not unless you consider the current interest in the origins of email a reward.

________________________________________

What were the early uses of email?

The early uses were not terribly different from the current uses: The exceptions are that there was only plain text in the messages and there was no SPAM.

A Conversation With The Inventor Of Email

By Sharon Gaudin

Ray Tomlinson gave society one of the greatest communication tools in history. He invented email back in 1971 -- essentially fostering global business communication and turning the Internet into a digital kitchen table for far-flung family members.

The MIT grad is one of the forefathers of the Internet, working on ARPANET, the forerunner to the Internet, along with workstations, super computers and a slew of protocols.

But email may be his greatest legacy -- if not the toughest project he's ever worked on. Alexander Graham Bell became a household name -- someone children learn about in school -- because he invented the telephone. But consider that in this high-tech era there are more emails sent every day than telephone calls. That definitely gives Tomlinson his own place in history, if not a life of fame and fortune.

In this Q&A, the man who was honored earlier this year for a lifetime of innovation by Discover magazine, says he's irked by spam and hopes for a technical solution. He also talks about his vision for the future of email, dismisses claims that he's changed society and updates us on the distributed computing project he's working on today at BBN Technologies in Cambridge, Mass., where he's worked for the past 35 years and is their much-lauded principal engineer.

Q: What was your vision for email, and has the reality of it lived up to your expectations?

I'm not sure there was a vision there. It was a hack -- a neat thing to try out. ...It probably took four, five, six hours to do. Less than a day spread over a week or two -- when I had a spare moment. The idea was this facility had proved its usefulness sending messages to the same computer. What about when someone was on another computer, maybe across the country? It would be like the telephone but they wouldn't have to be there to answer the phone.

Q: When did you realize how big email was going to be?

It never seemed big at the beginning because there weren't many computers. It was only as big as the network. It depended upon having people with access. As an idea, it caught on right away, but there were so few people on the network... We didn't call it email. If we called it anything we called it mail or messages. The contrast with snail mail wasn't necessary then... I never documented the creation of the program. In 1993, someone started to ask where email started. I knew I had done the program... but later various people came along and there were a lot of additional ideas that went into it.

Q: How many email addresses do you have?

I have three that I use and three that I don't. They're three come-along-for-the-ride email addresses that you get from an ISP.

Q: How do you feel about spam and what should be done about it?

I get irked when I get spam. It's a tough problem and I'd like to see a solution come along. So far the solutions aren't working. Either they filter too much or they're not effective when they should be. They don't do what humans would do. Why did that email come through? And why didn't that legitimate one get through? No, I don't think legislation will work. I hate legislative solutions. It just doesn't sit well. I'd like to think people have the common sense not to spam, but obviously they don't. It's still possible we may have a technological solution for it. I would like to see that. I'm not spending any time on it myself. The other stuff I'm working on now is more interesting to me. I didn't have any association with email after the late '70s. I watched it from afar but I didn't participate.

Q: How do you see email evolving? What will it look like 10 years from now?

If it doesn't get killed off from spam, it probably won't be a lot different. You may see it more closely integrated with other forms of communication, though, like instant messaging. Once email is answered, you could continue the conversation more immediately, like with instant messaging. Simultaneous correspondence is a lot better than a few emails in a few hours. Or maybe you'll get an email and press a button and make a phone call... not with Verizon, but over the Internet. People would like more seamless interaction between the tools. They don't like being in a particular mode and having to switch to another. I want to specify what I want to do. I don't care how it happens... Bandwidth will go up. DSL is becoming more common. Cable modems are more common. Technology there will improve those services.

Q: What do you think of instant messaging?

I don't use it myself. I got turned off when I installed some browser that insisted with cluttering my screen up with instant messaging. The closest I've come to IM is some chat services. They were not fast enough. They weren't instant to me. I think people who use it are very happy with it. It fills an important niche.

Q: What can be done to make email more secure and cut down on the distribution of viruses and worms?

The insecure part of email is not something you can fix with technology. It's just so convenient. You can have an attachment in an email that does something for you. The attraction with that tempts people to click on an application... and get a virus. Anything you can think of to tag that as a virus is not going to be used. You'd have to have the cooperation of the hacker for that to work. And if your ISP threw away every attachment, that wouldn't work because email would lose its utility as a communication tool.

Q: A lot of people say email has changed society. Do you buy into that?

I think there will never be an answer to that. It's had an effect. I don't think people are fundamentally different now than they would have been. They simply communicate more. Maybe they've made friends and maintain relationships that they wouldn't have. But bad guys are still bad guys. Good guys are still good guys. Friendly people are still friendly. Just because they can be friendly over email and not a telephone [isn't that much of a difference]. You just have a larger community to draw from. If you have problems or are looking for answers, you have additional opportunities to find those answers. It's like having a library in your hometown or not. If it's not there and you have to make a trip to another town, you might not do it. You can tap into resources more readily. People have found answers to questions and email has been part of that solution.

Q: Is high-tech research as exciting to you now as it was back in the late '60s and early '70s when you were working on ARPANET and email?

Yeah, the subjects are different. This may be more exciting because there's so much happening all at once. We have this wonderful tool - the Internet. It's been around in one form or another since about '74. That's when the first networks were hooked together. It's just a wonderful resource. Think of ways to hook things together. Think of ways to get information.

Q: What are you working on now?

Distributed systems that use tools in various places around the country and work out solutions to problems. Trying to get it to happen is a challenge, but getting it to happen is tremendous. The system is based on agents, which are software applications that have certain expertise to work out solutions, like scheduling. Other agents know how to take a problem and break it down into smaller problems. They talk with each other and give each other answers. One agent will have access to specific information so it will be able to answer specific questions. We're actually working on solving the Department of Defense's logistical problems. We have a particular focus, but the overall techniques are general and could be adapted to other scenarios... We're working on both Linux and Windows and it's written in Java so it's relatively platform independent.

Q: Does it bother you that Ray Tomlinson is not a household name despite the contributions you've made?

No, it doesn't bother me. It's a geek thing. Computer nerds know that I've done this. I've gotten emails from individuals who've run across this fact. They say, 'It's great what you did. Why don't you do something about spam?' I'm not a household name. I wouldn't say it has brought me no fame and fortune, but it's not what most people think of when you say those words. It's kind of neat to have people talking about what you did and have people interested in it. It's not the center of my life.

Q: What is the center of your life?

I'm not sure I have a center. I just do what I do. I play around with computers and do some music and a little golfing.

Q: Was email the biggest thing that you've worked on?

I think there were bigger things -- things that took more effort. The workstation that I designed and built back around 1980 -- that was the biggest single thing I've done. It was a two-year effort. And it worked and it was useful. We never tried making a product out of it but it did serve our researchers... It was fun playing around with the super computer design. It didn't pan out, but it expanded my own knowledge. Everything has been interesting. I can't single out any one thing.

Q: What else interests you right now?

I read about anything I can get my hands on, from biology to archeology. I see none of these as something I'll directly work on... but biological computing is intriguing. And I'm interested in quantum computing too.

Chen, China's silicon pioneer, dead at 70

By Mike Clendenin

EE Times

August 11, 2004 (8:00 AM EDT)

TAIPEI, Taiwan - Chen Chunxian, the scientist credited with setting up China's “Silicon Valley,” died Monday (Aug. 9) at the age of 70, according to state media reports.

In 1980, four years after the death of Communist Chinese leader Mao Zedong and the opening of China, Chen walked away from a coveted position at the national Chinese Academy of Sciences to launch a high-tech development company in the Zhongguancun area of Beijing.

Chen, a Soviet-trained scientist and one of China's top plasma researchers at the time, was apparently inspired to set up the firm after a visit to California's Silicon Valley. Although his company eventually failed, his pioneering effort is credited with helping other tech-minded entrepreneurs.

Sitting on the northwest outskirts of Beijing, Zhongguancun eventually transformed from a sleepy academic district into a bustling electronics bazaar, with a mlange of privately funded retail shops driving its growth. In 1988, the city government officially established the Haidian Science Park within the Zhongguancun area and about a decade later the central government created the Zhongguancun High-tech Zone, encompassing about 100 square kilometers and making it Beijing's largest tech-oriented zone.

Considered the cradle of China's fabless industry, Zhongguancun also houses more than half of the countries Internet firms and the park administration believes some 6,000 companies - 70 percent of which are tech firms - have offices within its borders. In 2000, the park's revenue of $14 billion accounted for 60 percent of Beijing's industrial growth, according to the park administration.

More than a decade after Chen's pioneering endeavor, the failure of his company still registered more with Chen then the IT legacy he had been a part of. He was quoted as saying: “I don't consider myself a hero. A true hero should be rewarded with success.”

State media did not report the cause of Chen's death.

Zhongguancun, China's Silicon Valley

A statue of a DNA molecule. It is the symbol of the Zhongguancun Scientific and Technological Garden.

The numerals 0 and 1 represent the idea that Zhongguancun will rely on computer technology to develop itself.

The Chinese Academy of Sciences, as well as a dozen famous colleges and universities, including Beijing and Qinghua Universities are located in Zhongguancun in Beijing's Haidian District. The area has a dynamic economy that focuses on the knowledge and information industries. The average age of the several hundred thousands of employees in Zhongguancun is about 30; and the area of Zhongguancun is popularly known as the Silicon Valley of China.

Since 1978, when China started to implement the policies of reform and opening-up, various special economic zones were established, such as the city of Shenzhen in Guangdong Province in the 1980s, the new district of Pudong in the Shanghai Municipality in the 1990s, and Zhongguancun in Beijing in the late 1990's. It has been forecasted that Zhongguancun will become the leader of China's hi-tech industry in the 21st century.

Similar to Silicon Valley in the United States, Zhongguancun is a product of the development of the market economy. Twenty years ago, the Chinese government decided to focus its attention on economic development, and so began the nationwide implementation of reforms. On October 23, 1980, Chen Chunxian, a researcher at the Chinese Academy of Sciences, founded a technological development service department under the Beijing Society of Plasma Physics in Zhongguancun. It was the first civilian-run scientific and technological institution in the area. By the end of 1986, 100 non-governmental scientific and technological enterprises, specially engaged in the development and marketing of electronic products, were set up along the sides of a street which was later called the Zhongguancun Electronics Street.

An office of a large enterprise in Zhongguancun.

Wang Xuan (second from left) is one of the most famous scientists in Zhongguancun. He has developed the technology of laser photo-typesetting of Chinese characters and has made contributions to the technological revolution of China's printing industry.

Cultivating Chinese kale for bioengineering research. Bioengineering will become Zhongguancun's next important area of economic growth.

In order to accelerate its development, the densely populated Zhongguancun Garden designed a new development pattern and established five subsidiary scientific and technological gardens. The Haidian Garden, where the Zhongguancun Electronics Street is located, is responsible for the research and development of hi-tech products. It has set up the 1.8-square-kilometer Shangdi Information Industry Base and the 4-square-kilometer Yongfeng Experiment Base. The other four subsidiaries are the Fengtai Garden, the Changping Garden, the Yizhuang Scientific and Technological Garden in the southern suburb, and the Electronics Garden in the nort

篇9：人教版高二上册考点透视(人教版高二英语上册教案教学设计)

作者：武汉市第一中学 陈金凤 浙江省富阳市新登中学 胡君祥

联系电话：13083971266 邮编：311404

办公室电话：0571-63218205

稿费寄到浙江省富阳市新登中学

《高二上册考点透视》

红色部分供调换

1. A better understanding of the environment is necessary, as is the willingness to act. (Page 68)

[考点] a＋形容词比较及＋名词

[归纳] “形容词比较及＋名词”前的冠词既有用定冠词也有用不定冠词，表示两者当中的较怎么样的一个用定冠词，用于否定句中表最高级的含义时用不定冠词。

[高考链接]

1). Your story is perfect; I’ve never heard before. (06 全国卷II)

A. the better one B. the best one

C. a better one D. a good one

2). Of the two sisters, Betty is one, and she is also the one who loves to be quiet. (06 安徽)

A. a younger B. a youngest

C. the younger D. the youngest

3). I don't think this film is by far the most horing. I have seen_______.

(06 江西)

A. a better B. a worse C. the best D. the worst

人教版高二（上）册所涉及到的语法点、单词、短语、句型结构很多，下面就人教版高二（上）的重点语法点、单词、短语、句型结构结合近几年高考试题做如下透视。

1. Yet two years had gone by and I was not that much worse. (Page 3)

[考点] go的常用短语

[归纳] go on意为“继续”；go by意为“消失；经过”； go away意为“离开”；go over意为“复习”； go out意为“出去”；go through意为“经历；仔细检查”。

[高考链接]

--- Didn't you have a good time at the party?

--- Of course I did. As a matter of fact, I had such fun that time seemed to ______ so quickly. (07安徽)

A. go by B. go away C. go out D. go over

2. Scientists, on the other hand, Hawking writes, know that their job is never finished and that even the best theory can turn out to be wrong. (Page 4)

[考点] turn的常用短语

[归纳] turn on意为“打开”；turn out意为“证明是；结果是”； turn off意为“关闭”；turn over意为“翻转”； turn down意为“调低；拒绝”；turn up意为“调高；出现；到场”；turn to意为“向...求助”。

[高考链接]

1). The dictionary is being printed and it will soon ________. (05 福建)

A. turn out B. come out C. start out D. go out

2). She’s having a lot of trouble with the new computer, but she doesn’t know whom _______. (07 重庆)

A. turn to B. look for C. deal with D. talk about

3. It is not necessary to be a great scientist to make a difference, but there are things we can learn from the best minds in this world. (Page 7)

[考点] make＋名词

[归纳]近几年高考对熟词生义的考查较多，复习时要加强这一方面的知识扩展，例如make后接表示某一类人的名词时意为“发展成为…”。

[高考链接]

Someone who lacks staying power and perseverance is unlikely to _____ a good researcher. (06 山东)

A. make B. turn C. get D. grow

4. Newspaper and other media do more than simply record what happens. (Page 11)

[考点] more than用法

[归纳] more than后常接名词、动词、句子。

[高考链接]

---Do you need any help, Lucy?

---Yes. The job is _______ I could do myself. (07 福建)

A. less than B. more than C. no more than D. not more than

5. And I like the way the fans look up to them. (Page 14)

[考点] look的常用短语

[归纳] look out意为“向外看；当心”； look up意为“向上看；查阅；

尊重”； look down意为“向下看；轻视”；look for意为“寻找”；look into意为“调查”；look on意为“认为；看待”；look through意为“浏览”。

[高考链接]

1). “Goodbye, then,” she said, without even _______ from her book. (07 全国卷1)

A. looking down B. looking up

C. looking away D. looking on

2). I have ______ all my papers but I still can’t find my notes. (07 全国卷II)

A. looked through B. looked for

C. looked after D. looked out

6. Often, these buildings are pulled down after having stood empty without use for many years. (Page 23)

[考点] stand词意拓展

[归纳] stand作动词可意为“站, 立, 站起, (使)竖立, (使)位于, 维持不变, 持久, 经受”，多用于否定句、疑问句，不用于进行时，可后接动名词。

[高考链接] I can’t stand with Jane in the same office. She just refuses ______ talking while she works. (06 北京)

A. working; stopping B. to work; stopping

C. working; to stop D. to work; to stop

7. They are decorated with small round windows that remind you of ships,

bent roofs and twenty foot high walls of glass that make them special when compared with other architecture from the same period. (Page 23)

[考点] remind的常用短语

[归纳] remind构成的短语有：remind sb. of sth., be reminded to do。

[高考链接] In our childhood, we were often _______ by Grandma to pay attention to our table manners. (05 江苏)

A. demanded B. reminded C. allowed D. hoped

[考点] compare的常用句式

[归纳] compare的常用句式有：1. (when) compared with… 2. (when)

compared to… 3. (when)comparing sb.(sth.)。

[高考链接] When ______ different cultures, we often pay attention only

to the differences without noticing the many similarities. (06 浙江)

A. compared B. being compared

C. comparing D. having compared

8. Seen from the top, it looks just like a bird’s nest made of tree branches. ( Page20)

[考点] 过去分词作状语

[归纳] 过去分词作状语要满足的条件是：1. 为及物动词的，分词的动作与句子的主语构成被动关系；为非及物动词的，分词的动作已完成 2. 分词的动作与句子谓语的动作同时或几乎同时发生。

[高考链接] ______ by a greater demand of vegetables, farmers have built more green houses. (07 浙江)

A. Driven B. Being driven C. To drive D. Having driven

8. Wales had already been conquered by England in 1283, but it was not until 250 years later that they formed a single state. (Page 36)

[考点] not until 的强调句型

[归纳] not until 的强调句型结构为：It was not until…that…。注意强调句型里不用倒装。

[高考链接]

1). It was not until she got home Jennifer realized she had lost her keys.（06全国卷II）

A. when B. that C. where D. before

2). It _____ we had stayed together for a couple of weeks ____ I found we had a lot in common. (07 浙江)

A. was until; when B. was until; that

C. wasn’t until; when D. wasn’t until; that

9. There could be as many as six hundred sheep fed within six miles of Salisbury, measuring every way round and the town in the centre. (Page 39)

[考点] 过去分词短语作后置定语

[归纳] 过去分词短语作后置定语时分词动词与它修饰的名词构成被动关系。

[高考链接] The Town Hall ______ in the 1800’s was the most distinguished building at that time. (07 上海)

A. to be completed B. having been completed

C. completed D. being completed

10. The schools of the future will probably be quite different from what they are today. ( Page 46)

[考点] what引导名词性从句的特殊含义

[归纳] what引导名词性从句可表示很多含义：1. “... 的人”，相当于the person that；2. “... 的地方”，相当于the place that； 3. “… 的时间”，相当于the time that；4. “… 的事情”，相当于the thing that。

[高考链接] _______ matters most in learning English is enough practice.

(07 全国卷II)

A. What B. Why C. Where D. Which

11. People in the future will be able to enjoy a longer and healthier life and remain active even in old age. (Page44)

[考点] remain用法

[归纳] remain高考主要考查其作联系动词与实意动词的用法。作联系动词，意为“仍然、保持”，无被动语态，可后接不顶式、形容词、分词等。作实意动词，意为“留下、剩下、呆”。

[高考链接]

1). It remains ________ whether Jim’ll be fit enough to play in the finals. (06 浙江)

A. seen B. to be seen C. seeing D. to see

2). It was already past midnight and only three young men in the tea house. (06 安徽)

A. left B. remained C. delayed D. deserted

3). Please remain until the plane has come to a complete stop. (07 山东)

A. to seal B. to be seated C. seating D. seated

12. AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless against infections and illness. (Page 51)

[考点] break的常用短语

[归纳] break down意为“使崩溃；毁坏”； break off意为“绝交”； break

in意为“强行进入，非法进入”；break out意为“猛地爆发”；break into意为“破门而入；突然开始”； break up意为“把…分裂成碎片；分解”；break through意为“突破，穿过”。

[高考链接] The computer system suddenly while he was

searching for information on the Internet. (06 辽宁)

A. broke down B. broke out C. broke up D. broke in

13. They helped me find the strength I needed to recover and they kept me from feeling sad and lonely. (Page 55)

[考点] strength的用法

[归纳] strength意为“力量、力气、强度、优点、强项”。

[高考链接] To make members of a team perform better, the trainer first of all has to know their and weaknesses. (06 湖北)

A. strengths B. benefits C. techniques D. values

14. We should never try to revive a person unless we know how to do. (Page 60)

[考点] unless引导状语从句

[归纳] unless引导状语从句为表否定的条件状语从句。

[高考链接]

1). you’ve tried it, you can’t imagine how pleasant it is. (06 北京)

A. Unless B. Because C. Although D. When

2). We don’t keep winning games _____ we keep playing well. (06 浙江)

A. because B. unless C. when D. while

15. Since then, several Earth Summits have been held and much progress has been made. (Page 67)

[考点] since then句式

[归纳] since then意为“从此”，表示从过去某时刻起一直到现在，要求句子使用现在完成时。注意比较：from then on也意为“从此”，但句子要使用一般过去时。

[高考链接] The book was written in 1946, the education system has witnessed great charges. (07 山东)

A. when B. during which

C. since then D. since when

16. If we are to develop the world successfully, we must make sure that everyone is able to take part in the new world we create. (Page 68)

[考点] “be＋动词不定式”句式

[归纳] “be＋动词不定式”常用于：1.表命令 2.表将来时，指按约定、计划、职责、义务要去做的。

[高考链接] In a room above the store, where a party_______ , some workers were busily setting the table. (06 湖南)

A. was to be held B. has been held C. will be held D. is being held.

17. Among the speakers was China’s then Premier Zhu Rongji, who

stressed the need for equality and fairness in the world. (Page 68)

[考点] 全部倒装句

[归纳] 全部倒装句的情况有： 1.表地点的介词短语放句首； 2.表地点或方位的副词放句首。

[高考链接]

1). Just in front of our house ______ with a history of 1,000 years. (06上海春季)

A. does a tall tree stand B. stands a tall tree

C. a tall tree is standing D. a tall tree stands only

2). At the foot of the mountain _______. (06 四川)

A. a village lie B. lies a village

C. does a village lie D. lying a village

18. And if poverty is less of a problem and people are better educated, there is a good chance that we will see less violence and fewer wars. (Page68)

[考点] “There is …that…”句式

[归纳] “There is …that…” 句式常见的有There is a chance that…， There is no doubt that…， There is no possibility that…，There is no need等，注意比较：It is no wonder that。

[高考链接] He hasn’t slept at all for three days. _______ that he is tired out. (05 湖北)

A. There is no point B. There is no need

C. It is no wonder D. There is no wonder

19. Flames lighted up many parts of Vesuvius; their light scared people but my uncle told them that the flames came from the home of farmers who had left in a panic with the kitchen fires still on. (Page 76)

[考点] with＋宾语＋宾补

[归纳]“with＋宾语＋宾补”在句中可作状语和定语，作状语可表方式、伴随、原因等。宾补可以是分词、介词短语、副词等。

[高考链接]

1). I couldn’t do my homework with all that noise ______.

(05北京)

A. going on B. goes on

C. went on D. to go on

2). John received an invitation to dinner, and with his work ________, he gladly accepted it. (07 安徽)

A. finished B. finishing C. having finished D. was finished

20. You can pick out the important bits, for it is one thing to write a letter, another to write history, one thing to write to a friend, another to write for the public. (Page 76)

[考点] for作并列连词

[归纳] for作并列连词意为“因为、由于”，它所说的理由是一种补充说明，语气较弱，因此它引导的并列分句不可放在句首。

[高考链接]

1). He found it increasingly difficult to read, his eyesight was beginning to fail. (06 北京)

A. and B. for C. but D. or

2). A man cannot smile like a child, __ a child smiles with his eyes, while a

man smiles with his lips alone. (06 湖南)

A. so B. but C. and D. for

篇10：英语教案－At the shop(人教版高二英语上册教案教学设计)

Teaching Aims and demands

本单元通过学习马克吐温的《百万英镑》并改编成短剧形式的课文，学生能初步了解作者的风格。学生应能在教师的指导下，排演这个短剧。通过对话课的学习与操练，学生接触表示坚持个人意见的常用语句，并要求学生运用到实际会话中。学习并初步掌握as if和no matter引导让步状语从句的用法。

Teaching important and difficult points

1．单词

run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, excited

2．词组

shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to

3．交际用语

There seems to be something wrong with it.

I would like you to change this blouse.

You sold me a blouse that I can’t use any more.

I am afraid I can’t do that right now.

Why can’t you do something about it?

Is anything the matter?

4．语法

学习as if和no matter的用法。

教学建议

课文建议

在Lesson 38课，建议教师应组织学生1）以节目的形式演出这段对话。2）教师可选取录像或多媒体形式完成此课的教学任务。3）教师把学生分成三人一组，适当准备一些道具排演本课的最后结局的短剧。4）教师要求学生找出能刻画服装店老板人物特征和心理变化的相关语句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..

对话分析

本单元对话是讲述在服装店调换衣服的经过，学生对其内容较易理解，但一些新单词的用法应掌握，如：customer, run, insist, change…for…。本课中也提供了给学生做相应对话的练习，如：A pair of trousers, A radio的口语练习。

教学重点难点

1.serve的用法

1)serve(sb.) as sth.表示“为（某人）工作，（尤指）当佣人”。

He served as a gardener and chauffeur.他做园艺工人兼司机。

2)serve还可表示“供职，服役”。

He has served his country well.他为国尽职。

3)serve sb. (with sth.). 表示“将（饭菜）端上桌。”

Four waiters served lunch for us.有四位服务员招待我们吃午饭。

4)serve 还可用于“（在商店等处）接待（顾客）或为顾客取货物”的意思中。

Are you being served?有售货员接待您吗？

He served some sweets to the children.他为孩子们拿来了他们想要的糖。

5)serve 还指“（一份饭）够……”。

This packet of soup serves two.这包汤料够两个人食用。

2.judge的用法

1)judge用作动词，表示作“断定，估计，认为”解。其后可带宾语从句，也可带不定式或形容词、名词等引导的宾补成分。

We judge that they have finished.我们估计他们已经干完了。

We judge them to have finished.我们估计他们已经干完了。

She judged him about fifty.她估计他在五十岁左右。

The committee judged it better to start the investigation at once.委员会认为最好立即开始此项调查。

From his letter, we judged his visit to China a great success.从他的来信判断他对中国的访问非常成功。

2)judge用作“判断，断定”解时，还可接wh-分句或wh-加不定式结构。

I can’t judge whether she was right or wrong.我不能断定她是对还是错。

3)judge还可表示“评判，评价”，可说judge sb. / sth.

Don’t judge a man by his looks.勿以貌取人。

4)Judging by / from…（从……来看，据……来判断）是惯用短语，可用来引导独立分句。

Judging from his looks ,he may be sick.从外表看，他或许生病了。

Judging by his accent, he must be from Guangdong.听口音，他准是个广东人。

3.get off的用法

1)get off意为“脱下”。

It’s rather hot today, we must get off the jacket.今天太热了，我们必须脱下夹克衫。

2)注意：get off还可作“下车”；“离开”；“出发”；“起飞”解。

As soon as I got off the bus, I started for the village on foot. 我一下公共汽车，就开始步行到村里去。

We must get off at once or we II be late我们必须马上走，否则要迟到了。

We got off immediately after breakfast.我们一吃过早饭就出发了。

The plane got off on time. 飞机准时起飞。

4．favor的用法

1）in favor (of )表示“赞成、主张”，常用作表语或后置定语。

The students were in favor of reform. 学生赞成改革。

2）do sb. a favor或do a favor for sb. 是个正式的礼貌用语，意思是 “给某人以恩惠，帮某人的忙”。

Would you do me a favor? 帮我一下好吗？

Do me a favor by turning off the radio. 帮我把收音机关掉。

Do me the favor to come. 务请光临。

注：do sb. a favor后接of doing 或不定式时，应将不定冠词a改为定冠词the。

5．put down的用法

1）意为“写下；记下”。

Put down your name and your telephone number.写下你的名字和电话号码。

Put this down in your notebook for future reference.这点记在你的笔记本上，以供今后参考。

2）可作“镇压；扑灭”。

The fire was finally put down by the firemen.大火最后终于被消防队员扑灭了。

6.as if的用法

as if 是连词词组，作“好像”、“好似”解，引导表语从句，用于下列句型中：

It looks/seems as if ....表示“看起来似乎……”。其中It为无人称代词，本身并无词义。looks / seems是连系动词，as if引出表语从句。

It looks as if it is going to show. 看来，要下雪。

It seemed as if the suit was made to his own measure. 这套衣服看来似乎是按尺寸给他定做的。

除此之处，as if也可以引导方式状语从句，修饰主句的谓语，此时从句中的谓语动词常用虚拟语气。关于这一点，暂可不必向学生交代。

The woman loves the children as if she were their mother.这个妇女爱这些孩子，她好像就是他们的妈妈一样。

7. no matter 的用法

no matter作“无论”、“不管”解，用以引导表示让步的状语从句，常用在下列句型中： 句型中的No matter what (who/when etc.)...分别表示“无论何事”、“无论何人”、“无论何时”等，这个从句可以置主句之前，也可以置主句之后。

由no matter + what等引导的让步状语从句。No matter后面接关系代词或关系副词引导状语从句在句中作让步状语。

No matter what you do, you must be very careful.不管做什么事，你都必须非常细心。

No matter之后可用what以外的关系代词或关系副词。例如：

No matter who you are (=Whoever you are), I’ll never let you in.无论你是谁，我绝不让你进去。

No matter which…无论哪一个……

No matter which you choose(=Whichever you choose), you will be satisfied.不论你选择哪一个，你都会满意的。

No matter where…无论何处；不管在哪里……

No matter where I go (=Wherever I go) , I will be thinking of you. 无论我到哪里，我都会想着你。

No matter when …无论何时，不管什么时候……

I’ll discuss it with you no matter when you like(=whenever like). 你什么时候高兴，我愿意同你讨论这件事。

No matter how..不管……如何；无论……多么……

No matter how hard you try(=However hard you try), you will never be successful. 不管你如何努力，你都不会成功的。

8．drop in, drop in on 与drop in at的区别

drop in 意为“顺便走访” He often drops in for tea. 他经常顺便来喝茶。

drop in on 后接人意为“顺便拜访某人”。

She dropped in on me yesterday.

drop in at后接表示地点的名词意为“顺便来（去）某处看看”。

Tom usually drops in at my place on his way home. 答题时要注意drop in后所接的名词表示的意思。

Jane used to ____ the tailor’s on her way home from work.

A. drop in B. drop in on C. drop in at D. drop at

詹妮以前常下班后去成衣店看看。the tailor’s 表示地点，故正确答案为C。

9．run的用法

1）表示“跑，奔跑，赛跑”。

The boy ran off as soon as we appeared.我们一来，孩子们都跑了。

She used to run when she was at college.在大学时她经常练跑步。

2）run还可表示“（火车、汽车、轮船等）往来行驶”

Buses to Oxford run every half hour.去牛津的公共汽车每半小时一班。

The trains don’t run on Christmas Day.圣诞节火车停驶。

3）run可用业表示“（液体）流动”。

Could you run me a hot bath?你给我放盆热水洗澡好吗？

Your nose is running.你又流鼻涕了。

4）run表示“（衣服上的染料或颜色）掉色，扩散”。

I’m afraid the color ran when I washed your new skirt.很遗憾， 我洗你那条新裙子的时候它掉色了。

5）run可表示“融化”。

It was so hot that the butter ran.天太热，黄油开始化了。

The wax began to run. 蜡开始融化了。

6）run还可表示“负责、经营、管理”。

He has no idea of how to run the successful business.他不知道把企业办好的方法。

Stop trying to run my life for me.我的生活用不着你来管。

10．Come, come. Get him his change. Tod. ( =Hurry up. Tod, Give the man his change.) 得了，得了，给他找钱吧，托德。

句中的come用作感叹语，表示“劝导”，“不耐烦”的情绪。come作感叹语用时，在不同的情况下，可以表示不同的感表，如“鼓励”、“惊异”、“命令”等。例如：

Come, come, Alice, you must be patient. 好了，爱丽丝，你得忍耐点。

本句中的change是不可数名词，作“零钱”，“找给的钱”解。又如：

Here is your change. 这是找给你的零钱。

change还可以用作及物动词，作“零钱”，“换钱”解。

Could you change a 10-yuon note, please? 你能换开10元钱吗？

教学设计方案Lesson 37

Teaching aims

1. Practise in pairs talking about buying clothes in a shop.

2. Study the language points in lesson 37.

Teaching procedures

StepⅠRevision

1. Check the homework exercises.

2. Revise articles of clothing by asking questions. Get as many as possible from the students and write them on the blackboard.

Questions for the teacher to ask the students:

1) What words have you learned about clothes ?

trousers, coat, jacket, shirt, overcoat……

2) What color do you like best if you buy a blouse ?

a gray one, red one, blue one, black one, yellow one, white one ……

Step Ⅱ Warming-up

Look at the picture on P 55.

1. Ask the students to say something about the picture. Let the students know a new word: blouse.

Answer: It’s a clothes shop. There are many clothes in the shop. Two women are talking now. They are talking about the white blouse and the red blouse in the shop.

2. Ask the students how different clothes are washed. Make a table on the blackboard if you like

as follows:

HOT WASH white cotton

WARM WASH coloured cotton

COLD WASH silk , wool

Step Ⅲ Listening and reading

Let the students listen to the dialogue once or twice and then answer same questions.

1. What did the customer buy last week?

… She bought, a blouse last weds

2. Whats wrong with the blouse?

… When doe washed the blouse, the color ran.

3. What did the customer ask the assistant to do?

…She asked the assistant to change the clothes or give the money back to her.

4. Did the assistant give the money back to the customer ? Why ?

…No, because the manager of the shop wasnt in. And the assistant couldnt decide whether to give it back to her or not.

Step Ⅳ Practice

Let students fill in the blanks of the dialogue.

SA: Good afternoon. Can I 1 you ?

C: Yea, please. I 2 this radio the day before yesterday. But there is something 3 with it. Last night it just couldnt. I 4 cant use it.

SA: Let me 5 . It scans as if it hasnt been 6 properly. Has it been left in the sun or__ 7_?

C: Of 8 not. How can I be 9 foolish ?

SA: 10 its the 11 of the factory that made it. I think I will send back to the 12 and get it repaired.

C: You may 13 it back to the factory, but I would like my money 14 .

SA: I’m 15 I cant do that.

C: Why cant you do 16 about it ? Id like you to change this 17 or else 18 me my money back.

SA: All right. You can 19 it for another one. Would you please 20 a look at these ones ?

Answers:

1. help 2. bought 3. wrong 4. work 5. see 6. used 7. rain 8. course 9. that 10. Maybe 11. fault 12. factory 13. send 14. back 15. afraid 16. something 17. radio18. give 19. change 20. have

Fill in the blanks.

1．这台收音机有问题吗？

Is there ______ _______ ________ the radio?

2．请把借我的书还我。

Please give me _______ the book that you _______from me.

3．天看上去要下雪了。

It _______ as if it’s going to_______.

4．他坚持要明天去那儿。

He _______ that he _______ there tomorrow.

5．别让孩子站在太阳底下。

Don’t _______ the child stand ________ the sun.

6．我想让汤姆的弟弟去做那项工作。

I would _______ Tom’s brother ________ do the work.

Answers

1. anything wrong with 2. back …borrowed 3. seems…snow 4. insists …go 5. have/ keep …in 6. like …to

StepⅤ Language points

Let students read the dialogue and ask them to pay attention to some key sentences and then the teacher gives some brief explanation.

1. There seem (s) to be…

2. like常见的句型是

like sb. to do sth./ like to do sth./ like doing sth.

3. I’m not that foolish =I am not so foolish.

4.It looks as if + 句子 =It seems as if + 句子

5. insist + that - clause + ( should ) + v

Step Ⅵ Further practise

1.Get good pairs of students to act out their dialogues in front of the class without their books if possible.

2. Provide a few situations for the Ss, let them practise the dialogues by dividing the different groups.

1)You have just bought a pair of shoes from a shoe shop. But later you find that the shoes are not of the same size. So you go to the shop again. Make a dialogue between the shop assistant and you.

2) You have just bought a tape-recorder. But it does not work as soon as you get home. So you go back to the shop and ask for a new one..

Step Ⅶ Exercise

Do exercises Ex 1--3. on Page 118.

A customer brought a blouse in a clothes shop last week. She found that the colours _____when she washed it. Thinking that there must be ______wrong with it, she went back to the shop. The shop_____ asked her whether she did not follow the ______and washed it in hot water. The ______said she was not ______foolish. It seemed that it was the ______of the company that produced it .The customer _______that the shop should give her money back, but the shop assistant refused. Finally the customer decided to change the blouse _______another one.

Key:

ran, something, assistant, instructions, customer, that (so), insisted, fault, for

StepⅧ Homework

1.Do exercises Ex 2--3. on Page 118.

2.Get the students to do the vocabulary preparation in Lesson 38 .

教学设计方案Lesson 38

Teaching Aims

1. Learn lesson 38 to get brief idea of the story.

2.The students are required to answer some questions.

Step I Revision

1）Check the homework exercises.

2）Oral practice.

1．你的手表有问题吗？ 2．我想让你去做这件事。

3．似乎看来这本书被他看完了。 4．我坚持让他把钱还我。

5．对不起，是我的错。 6．你为什么让他一直在田里工作。

Answers:

1. 1s there anything wrong with your watch?

2. I’d like you to do the work.

3. It seems as if the book has been finished reading by him.

4. I insisted that he (should) give me my money back.

5. Im sorry. Its my fault.

6. Why did you have him working in the fields?

StepⅡ Warm---up

Talk about Mark Twain.

1. What is Mark Twain?

Mark Twain is an American writer.

2. In our middle school text books. What articles were written by Mark Twain?

“Run for a Governor.” “A Million Pound Note”

Step Ⅲ Listening and talking

Today we are going to learn a dialogue, which is a part from A Million Pound Note. Listen to the tape and then talk about the pictures on P. 56 & P. 57.

Picture 1: A customer came into a tailors shop. The shop assistant looked at him up and down. From the clothes, the assistant thought he was a poor man.

Picture 2: After the tailor knew the man had one million pound note, he was very surprised. The manager measured him by himself. They changed their attitude to the man completely.

Step ⅣReading

Read the dialogue quickly and try to answer the questions.

1. What did the customer want?

2. How did the customer Tod?

3. What did the shop assistant show the customer?

4. How did the customer want to pay?

5. What made the manager fed excited?

6. What can we learn from the story?

Keys:

1.The customer wanted to buy a suit.

2.He looked poor. And his clothes were old.

3.He showed the customer the cheapest clothes

4.He wanted to pay with a large note.

5.The million pound note made the manager feel excited.

6.We should never judge a person by his clothes.

Step ⅤLanguage points

1.no matter + wh ---引导让步状语从句

2.Is anything the matter? 怎么回事？the matter =wrong

3. do sth. a favour =do a favour for do 帮某人一个忙；答应某人的要求

4.drop in on + 人/ drop in at + 地点

Step ⅥOral practise

Divide the Ss into a few groups to practise a play according to the text.

Step Ⅶ Exercise

Do Exercise 3 on Page 119

A customer went into a tailors shop to buy a new ______. All he had in his pocket was a million - pound ______. His wearies (衣服) were so worn - wit that the shop assistant looked ______ upon him and ______ him the cheapest clothes. In his mind, that was the best ______ for such a poor man.

When the customer ______ him the million - pound note, the shop assistant felt very ______ and didnt know what to do. Just then the manager went ______ to him and asked what was happening. Seeing the note, he got so _______ that he asked the customer to do him a ______ to get those cheap clothes ______ and ______on much better ones. Then he ______the gentleman and picked out nice _____for making a suit ______this mans own measure. The man said that he couldnt ______ the clothes unless they would wait or ______ the note. The manager promised to wait ______ his life. Finally, he told the assistant to ______ down the mans address. The gentleman said it was not necessary because he would drop ______ and leave his new address ______ he found another hotel.

Keys: suit; note; down; chose; choice; showed; surprised; up; exceed; favor, off; put; measured; material; to; order; change; all; put; in; when

Step Ⅷ Homework

1. Retell the story in your own words.

2.Prepare the next text.

探究活动

教师根据对话内容，可让学生设计买其它东西的场景，for example: You have just bought a recorder. But it does not work as soon as you get home. So you go back to the shop and you didn’t want it. 教师让学生自己进行复述发生的经过同时教师给学生提供部分的语句和提示：1）buy a recorder last week 2) It didn’t work 3) either change it or get money back 4)persuade you to change it for another one.

篇11：NSEFC-II Unit08(人教版高二英语上册教案教学设计)

I. Brief Statements Based on the Unit

In this unit, students will do some listening, speaking, reading and writing practice, Besides, they will study the grammar item: the Subjunctive Mood. In the first period, the teacher should help Ss improve their listening ability by listening to two dialogues and finishing the exercises in the listening part. Also, Ss will read a notice about safety at home. From the notice they will know what they should do and shouldn't do at home. Then with the help of the given useful expressions below the notice, Ss will make their own dialogues. In this period, Ss will also talk about first aid according to the pictures in warming up. This may make Ss be interested in the topic of this unit, so that in the second period, when Ss read more about first aid, they will understand the text better. Through the reading material in the second period, Ss will not only improve their reading ability, but they will also learn some knowledge of first aid, which will be helpful in case of accidents in future. In the third period, Ss will revise the useful words learnt in the first two periods and study the grammar item: the Subjunctive Mood. Lots of practice is provided in this part for Ss to master it better. In the fourth period, the teacher should help Ss to improve their integrating skills by reading a passage about dealing with common injuries and writing a paragraph to explain what should be done in case of an accident. After this period, Ss can learn much about first aid and also they learn to write a paragraph to tell others about first aid.

Ⅱ.Teaching Goals

1. Talk about first aid and medicine.

2. Practise talking about what you should and should not do.

3. Learn to use the Subjunctive Mood (2).

4. Write a process paragraph.

Ⅲ. Teaching Time. Five periods

IV. Background Information

1. First Aid (I)

First aid is emergency care for a victim of sudden illness or injury until more skillful medical treatment is available. First aid may save a life or improve certain vital signs including pulse, temperature, an unobstructed airway, and breathing. In minor emergencies, first aid may prevent a victim's condition from worsening and provide relief from pain. First aid must be administered as quickly as possible. In the case of the critically injured, a few minutes can make the difference between complete recovery and loss of life.

First aid measures depend upon a victim's needs and the provider's level of knowledge and skill. Knowing what not to do in an emergency is as important as knowing what to do. Improperly moving a person with a neck injury, for example, can lead to permanent spinal injury and paralysis.

Despite the variety of injuries possible, several principles of first aid apply to all emergencies. The first step is to call for professional medical help. The victim, if conscious, should be reassured that medical aid has been requested, and asked for permission to provide any first aid. Next, assess the scene, asking other people or the injured person's family or friends about details of the injury or illness, any care that may have already been given, and preexisting conditions such as diabetes or heart trouble. Unless the accident scene becomes unsafe or the victim may suffer further injury, do not move the victim. First aid requires rapid assessment of victims to determine whether life-threatening conditions exist. One method for evaluating a victim’s condition is known by the acronym ABC．which stands for：

A-Airway：is it open and unobstructed?

B-Breathing：is the person breathing?

Look．1isten．and feel for breathing．

C-Circulation：is there a pulse? Is the person bleeding externally? Check skin color and temperature for additional indications of circulation problems．

Once obvious injures have been evaluated, the injured person’s head should be kept in a neutral position in line with the body．If no evidence exists to suggest potential skull or spinal injury, place the injured person in a comfortable position．Positioned on one side a victim can vomit without choking or obstructing the airway．

2．First Aid(Ⅱ)

First aid means what it says：the aid，or held that can be given to an injured person first，which is before any other help．Nowadays，there is usually a telephone not faraway and the first thing we should do if a serious accident happens is to telephone for an ambu1anee．But sometimes quick actions by us may save someone’s 1ife．Even when it is not so，there is often much that we can do to help．

Shock：people often suffer from shock after receiving an injury；sometimes even the injury is a small one．The face turns grey, and the skin becomes damp and cold．They breathe quickly．They should be kept warm. Cover them with a blanket and give them a warm drink．

Broken Bones：Don't move the person．Send for an ambulance at once．Treat for shock if necessary．

Poison：A person who has swallowed poison should be taken to hospital at once．With some poisons, sleeping pills，for example, it is a good thing to make the person sick by pushing your ringers down his throat．But if he has swallowed some kind of acid, or anything that burns, it would be a bad thing to make the person sick．by pushing your fingers down his throat. But if he has swallowed some kind of acid, or anything that burns, it would be a bad thing to make him sick. The poison would burn his throat as it cane up. It is, therefore, best to take the person to find out what the person has taken so that they call to tell the doctor.

Suffocation：This means not being able to breathe．For example．a drowning person will have his lungs full of water. Lay him down with his head lower than the rest of his body so that the water will drain out. If a person has something stuck in his throat, try to remove it with your fingers, or by hitting him on the back.

When a person has stopped breathing because of drowning，electric shock，breathing in a poisonous gas，etc，you can help him to begin breathing again．You can not learn t his from a book．Ask someone to show you how to do it．Many Boy Scouts Will be able to show you．

Remember：When an accident happens，send someone to telephone for an ambulance at once．Keep the injured person warm and quiet．Give him plenty of air．Do not let other people crowd around him．If you see an Injured person who is being looked after，keep away．

The First Period

Teaching Aims

1．Train the students’ listening ability．

2．Help the students to improve their speaking ability by talking about first aid and medicine．

3．Learn and master some useful words and phrases：drown，bleed，choke，prevent，electric，electrical，catch fire．be on fire

Teaching Important Points：

1. Improve the students’ listening ability．

2. Train the students’ speaking ability.

Teaching Difficult Points:

1. How to improve the students’ listening ability.

2. how to help the students finish the speaking practice.

Teaching Methods：

1．Listening-and-answering activity to help the students go through the listening material．

2．Individual, pair or group work to make every student work in class．

Teaching Aids

1．a tape recorder

2．a projector

3．the blackboard

Teaching Procedures：

Step I Greetings and Warming up

Greet the whole class as usual.

T：(Go to one student．) How do you come to school every day，Li Hua?

S：I come to school by bike．

T：You must be very careful。because there’re so many cars。motorbicycles，bikes and also walkers on the road every day．If you are not careful enough。you may have an accident．Have you ever seen an accident?

S：Yes．Once when I was going home．I saw a boy was knocked down by a bike．

T：RealIy? Was the boy hurt?

S：Luckily he wasn’t hurt badly．Only his left leg was hurt a little but there was nothing serious．He picked himself up and went away．

T：The boy was so lucky．But we must be carefully future．Now，look at the picture on the screen，please．

(Show the picture on the screen．)

T：Do you see the woman? She’s not so lucky．I think she is hurl badly．Maybe her leg is broken．What can we do to help her?

S：I think we should call for a doctor or an ambulance．

T：Yes，I think you’re right．But before the doctor comes, what can we do to help her? Do you think we should pull her out of the car?

S：No，I don’t think that’s correct．Because we may make her even more hurt．I think we should find enough people to lift the car safely and take the woman to hospital at once．

T：I agree with you．So do remember to be careful when you’re riding your bike．OK．Now，please turn to Page 57 and look at the pictures in Warming up．Have a discussion in pairs to find out what you should do in these situations and what we could do to prevent these accidents．

(Give the students a moment to prepare and then ask some pairs to report their results．)

Suggested answers：

Picture l

I think if we see someone drowning，we should first check to see if he／she is breathing．If not, we must try to start his／her breathing．If this is not done within five minutes，the person may die．

To prevent such an accident，we should nor go swimming alone or go swimming in unsafe places．

Picture 3

When we see a house on fire and someone is burnt，we should call 119 first and tell them the exact address on the phone．And we should also call 120 to ask for an ambulance to help．If the person is badly burnt, or if a child has been burnt，we should do nothing but wait for the doctor．If the person is not badly burnt, we can cool the area of skin under the cold tap for several minutes and then put a piece of dry clean cloth over the area of burn. To prevent this, we should not play with fire, be careful with gas and make sure that all the electric wires are safe.

Picture 4

If someone is bleeding badly, we must try to stop the bleeding first. If a person loses one third of his/her blood, he/she may die. We can press a handkerchief onto the bleeding point and hold it there. If possible, hold up the part of body which is bleeding. We must be very careful what ever we do.

Picture 5

If a person is cut, we can wash the area of the cut, dry it and cover it with a piece of dry clean cloth. But if the person is badly cut, we should wait for the doctor. When we're working, we must pay more attention to safety.

Picture 6

If a person chokes, what we should do is to make him/her spit by patting him/her on the back. To avoid this, you shouldn't talk or laugh when eating.

T: Very good. You've known much about first aid. In this unit, we'll learn more about first aid. What new words do you think should be useful when you talk about accidents and first aid?

S: I think we may use “calm, conscious, chest, revive” and so on.

T: Good. Now, please turn to Page 111. I'll teach you the new words in this period. Please read after me.

(Students read the words after their teacher twice and then they have a few minutes to read by themselves. At last, the teacher may ask some students to read the words to see if they can read them correctly. )

T: I think you all can read them very well. Now, please look at the screen. I'll explain something to you.

(Show the following on the screen to the students.)

1. drown vt./vi, die in water/sound be louder or stronger than …

e. g. He drowned the kitten.

Cheers drowned his voice.

Do cats drown easily?

2. bleed vi. (bled; bled) lose blood

e. g. His nose bled last night.

The cut on his leg was bleeding badly.

3. choke vi./vt, cause (sb.) to stop breathing by squeezing or blocking the windpipe e. g. He choked when he ate his food too quickly.

The smoke almost choked me.

4. prevent yr. stop or hinder sb./sth.

e. g. Bad weather prevented me (from) starting.

Your prompt action prevented a serious accident.

5. catch fire., begin to burn be on fire. be burning

e. g. The house caught fire last night.

The house is on fire.

6. electric adj. using electrical power electrical adj. of /concerned with electricity

e. g. I want to buy an electric fan.

This machine has an electrical fault.

(Explain the language points to students and help them to master the important words and phrases. Write them on the blackboard. )

Step Ⅱ Speaking

T: Just now we've discussed what we should do when some accidents happen. But you know certain things at home can be dangerous. So we must know what we should do and shouldn't do. Please look at the screen. Here are some dos and don'ts. Work in pairs to tell each other what you should do and shouldn't do. The useful expressions below may help you.

(Show the following on the screen. )

Dos

l. Make sure that electric wires are safe and that children can't reach them.

2. If a pan of oil catches fire, turn off the gas and cover the pan quickly.

3. Make sure that everyone in your family knows how to call 110.

4. Learn more about first aid.

Don'ts

1. Don't put poisons into other containers, for example empty bottles.

2. Never leave small things on the floor or table which a baby can put in its mouth.

3. Don't play with electrical equipment.

4. Never use ladders on a wet floor.

Useful expressions

You should always…

You should not…

You ought to/should…

You should never…

You must…

You must never…

You have to…

Please don't …

Make sure that…

(A moment later, ask some students to act out their dialogues. )

Sample dialogue:

A: To be safe at home, you should always make sure that electric wires are safe and that children can't touch them.

B: Right. And we shouldn't play with electrical equipment.

A: We should never leave small things on the floor or table which a baby can put in its mouth.

B: Yes. You should never use ladders on a wet floor. You must have someone hold it for you

A: Remember not to put poisons into other containers, for example empty bottles.

B: If a pan of oil catches fire, turn off the gas and cover the pan quickly.

A: You should also make everyone in your family know how to call 110.

B: I agree. We have to learn more about first aid, which is very helpful to us.

Step Ⅲ Preparation for Listening

T: OK. We've talked much about what we should do when an accident happens and what we should do and shouldn't do at home. I think you've known something about first aid. Look at the Listening part. Here are two pictures. Look at the first picture, please. What can you see?

S: I can see a boy, a nurse and a man.

T: What do you think has happened?

S: I think there's something wrong with the boy, and the man is worried about him and he is explaining something to the nurse.

T: Good. Now, look at the second picture, please. What do you see in the picture?

S: I can see a little girl and her mother, and there's also a nurse.

T: What do you guess has happened?

S: From the ink bottle I guess the little girl may have drunk some ink.

T: OK. From the two pictures, we can guess some information about the stories. Now, read the requirements quickly and find out what to do.

(Give Ss a few minutes to prepare. )

Step Ⅳ Listening

T: Now, you've known what to do. Let's listen to the tape to see what has happened in each story. Listen carefully. The first time, I play the tape, you should get the general idea. The second time, you should try to finish the exercises. And the third time I play the tape, you should check your answers. Are you clear?

Ss: Yes.

T: OK. Let's begin.

(Play the tape for Ss and pause the tape when necessary for Ss to write down their answers. Finally, check the answers with the whole class. Give explanations or play the tape once more if necessary. )

Step V Summary and Homework

T: Today, we've talked about what we should do in case of accidents. And also we have learnt what we shouldn't do at home. This is quite useful to us. After class, you should try to remember them. If you want to know more about first aid, you can preview the reading passage. That’s all for today. See you tomorrow!

Ss: See you tomorrow

Step VI The Design of the Writing on the Blackboard

Unit 8 First aid

The First Period

Words and expressions:

drown vt./vi, catch fire

bleed vi. be on fire

choke vt./vi, electric

prevent vt. electrical

Step Ⅶ Record after Teaching

篇12：NSEFC-II Unit07(人教版高二英语上册教案教学设计)

I．Brief Statements Based on the Unit

This unit mainly talks about deadly diseases and attitudes towards AIDS，cancers，

etc．A11 the activities，including Warming up，Listening，speaking，reading and writing，center on this topic．Through this topic，the students not only get more information about diseases，but also learn how to keep a right and positive attitude towards diseases and people with diseases．

In addition，the students can 1earn some useful language points through the materials provided in each part，especially a lot of words and phrases，which are very helpful for the students to build up vocabulary about diseases．The Grammar--the Subjunctive Mood is also important．The given materials and exercises give the students an opportunity to learn grammar by using it．It helps the students learn to talk about things t}lat are not certain to happen as well as imaginary or unreal events and situations．

All of the activities are helpful for the students to improve their knowledge about 1anguage and their skills to use language．

Ⅱ．Teaching Goals

1.Talk about deadly diseases and attitudes towards AIDS，cancers，etc．

2.Practise talking about imaginary situations．

3.Practise supporting and challenging an opinion．

4.Learn to use the Subjunctive M00d(1)：lf 1 were you，…I Wish I could…

5.Write a personal narrative．

Ⅲ．Teaching Time：Four periods

Ⅳ．Background Information

1．Health Officials Struggle to Understand SARS Sever acute respiratory syndrome (SARS) has terrified the world．The question on everybody’s mind is whether SARS will become a global epidemic．

Researchers worldwide have galvanized to combat SARS．The challenge for public

health is to determine the nature and potential of any viral threat and to frame a battle plan．

“We are in an evolutionary stage of this epidemic，”said Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases in Bethesda，Maryland. “It could plateau，go up and down，disappear of explode．This virus is highly virulent，potentially lethal and highly transmissible--it has the potential to cause a really bad epidemic．”

A Deadly Combination

SARS is a so-called hybrid virus-the kind that always triggers a red alert．Traditionally a virus affects a single species．But sometimes two viruses combine their genetic material and form a new virus that“ jumps” to another species altogether．

Hybrids are dangerous because the body has never encountered them before，and the immune system is unprepared．

“From studying the sequence we see that the SARS virus is derived from a mouse coronavirus and an avian coronavirus，”said Michael Lai，a pioneer in coronavirus genetics at the University of Southern California in Los Angeles．

If the virus exists in a wild widespread host--like the West Nile virus carried by mosquitoes-then SARS could be a perennia11y recurring problem, according to Lai．

If the host is a domestic animal一like the chicken responsible for the Avian F1u virus of 1997--then the source of the virus could be eliminated．The Avian Flu effectively stopped after the Hong Kong government ordered the slaughter of chickens in the area．

Lai suspects that the SARS virus lurks in a wild animals. “It probably doesn’t bother domestic animals or we would have come across it before，”he said．

1f people are the only carriers of SARS，“honest reporting of SARS cases and stringent quarantines could stop the virus in its tracks ,”Lai said．

Knowing a Virus，Predicting an Epidemic

“Making a vaccine could be quite straightforward，if it is needed。”Lai said．

Vaccines already exist for swine and chicken coronaviruses. But it isn’t easy to gauge whether SARS，or any virus．can trigger an epidemic．

“We’ve been working with influenza for over 50 years and it can sti1l evade our best attempts．”

“In many cases of the influenza virus we don’t understand the molecular properties that cause high mortality，”said Nancy Cox， chief of the influenza branch at the CDC．

“Outbreaks are like wildfires，”Morse said．“Some fires smolder and are easily extinguished．Others rage out of control，destroying everything in their path．The WHO and the CDC are like the fire department and they need to investigate all outbreaks because you never know which way they could go．”

Morse points out our long history with influenza．SARS is only a few months old．

Tracking and containing viruses，and predicting what they will do，Morse said，“It is as much an evolving science as an evolving art．”

2．Fight Continues Against HIV／AIDS

A picture，a calendar or even a balloon may be the best way for millions of people living in China’s vast country areas to learn about AIDS，one of the biggest threats to public health in the world today．

China has decided to use user-friendly methods including exhibitions, VCDs and TV programmes to spread knowledge of the disease across the nation to try to keep it in check．

Educating people nationwide about AIDS is the top priority(优先权)to prevent

the disease from getting out of hand．The farmers wil1 be given knowledge in the easiest way that they can understand．

A recent survey from the commission(调查团)of more than 7 OOO people in China

showed that nearly 20 percent of them had never heard of AIDS before．Just over 71 percent said they knew AIDS was highly infectious(传染的),but most of them had no clear idea of how the disease could be spread．Just over 62 percent said they knew they could do things in advance to prevent them catching AIDS but they didn’t know what these measures were．

The month-long survey，carried out last December，talked to people in seven counties and cities across China including both developed coastal areas and the less-developed in-land areas．The interviewees changed from 15 to 49 years old，and country residents were about 63％ of the total surveyed．

Chinese residents，especially those in the country，have very little knowledge about what AIDS is all about，not to mention prevention and treatment．By the end of last year, there were 22 517 known HIV／AIDS cases in China．However，more than 6000000 people in China have been infected．

Since 1985，China has discovered 880 patients with AIDS一466 of them have died．

Sharing needles，prostitution(卖淫)and contaminated blood transfusions are major ways for HIV to spread．A lack of education has been the biggest difficulty against nationwide efforts to prevent AIDS，especially in the countryside．

The First Period

Teaching Aims：

1．Learn and master the following：

(1)Words：virus，via，mosquito，prevention, persuade

(2)Everyday English：

a．Supporting an opinion

I think that…，because…

First．…

One reason is that…

For example，…

If we／they were to…．we／they could…

b．Challenging an opinion

Perhaps．but what if／about…?

Have you thought about…?

What makes you think that…?

could you please explain…?

If 1 were you, 1 would…

2．Train the students’ skill to use language．

Teaching Important P0ints：

1．Master the use of the following words and phrases：via，persuade，try to persuade

2．Train the students’ listening and speaking abilities．

Teaching Difficult P0ints：

1．How to help the students understand the listening material exactly．

2．How to help the students finish the task of speaking．

Teaching Methods：

1．A quiz to check the students’ knowledge about AIDS．

2．Listening-and-answering activity to check the students’ understanding of the listening material.

3．Oral practice to train the students’ speaking ability．

4．Individual，pair or group work to make every student work in class．

Teaching Aids：

1．a tape recorder

2．a projector

3．the blackboard

Teaching Procedures：

Step I Greetings and Lead-in

T：Good morning／afternoon, everyone.

Ss：Good morning／afternoon, teacher,

T：Sit down，please．We often see programmes on TV and read stories in newspapers and magazines about persons who fight against diseases．What do you think of them?

Ss：They are unlucky but great．

T：Who do you think so? Li Ying，give us your opinion．

S：They are unlucky because the life is hard for them with diseases．and they may die earlier if they get some serious or even deadly disease．They are great because they have courage to fight against the diseases and sti11 try to make their life meaningfu1．

T：Very good speech．Sit down，please. How many kinds of deadly diseases do you know?

Ss：AIDS，cancers…

T：Yes．AIDS and cancers are two kinds of serious diseases．Today，we are going to 1earn Unit 7 Living with disease．

(Bb：Unit 7 Living with disease)This unit will help us know more about diseases and people living with disease．First，let’s learn some new words in the first period．Look at the screen．

(Teacher shows the screen and then deals with the new words．)

△deadly／′dedlI ／ adj．

△infect／In′fekt／vt．

△transmit/traenz′mIt/ vt．

△route／ru:t／n.

△donation／d u′neI n／n.

prevention／prI′ven n／n.

△cocaine／k u′keIn／n.

△imaginary／I′maed3In遰I／adj.

virus／′vaI r s／n.

via／′vaI ／prep．

mosquito／m s′ki：t u／n．

△stacy／′steIsI /

persuade／p ′sweId／ vt.

△heroin／her uIn／n.

(Bb：via，persuade／try to persuade)

Step II Warming up

T：As we a11 know，AIDS is a kind of deadly disease．The government has paid special attention to its prevention and treatment．And some ways to spread the knowledge about AIDS have been used across the country．How much do you know about AIDS? Now，open your books on Page 49. Here is an AIDS Quiz for you to check your knowledge about AIDS．First finish it individually。Then I’ll provide the right answers for you．You can begin now．

(A few minutes later，teacher shows the following on the screen and checks

the answers with the whole class．)

AIDS QUIZ

Decide which of these statements are true and which are false．Tick the

correct box．

True False

1.Only bad people get AIDS. □ □√

2.I can become infected with HIV by swimming in a pool，sitting in a bath， holding hands or kissing someone with HIV □ □√

3.In 2002，there were 42 million people living with AIDS in the world．□ □√

4.People who have not infected drugs do not need to get tested for HIV．

□ □√

5.1f I had HIV，I would know because I would feel sick． □ □√

6.HIV / AIDS is incurable． □√ □

7.People who have H1V look different from everyone else. □ □√

8.It is safe to be friends with people who are living with A1DS．□ □√

T：Wel1，now look at the pictures below the AIDS QUIZ．What information do they tell us about AIDS? Liu Yang, you try，please．

S：The pictures tell US that the AIDS can- not be transmitted via the following

routes；cups，glasses，toilet seat，swimming poo1s, mosquitoes or blood donation．

T：How do you know about that?

S：That has been shown by medical studies．

T：Well done．Thank you．Sit down, please．

Step Ⅲ Listening

T：Next，1et’s come to the listening part．The listening material will tell us

about a disease detective at the Centre for Disease control and Prevention．Now，please turn to Page 50．Let’s 1ook at the instruction and the questions in Part 1 first．Then I'll play the tape．At the end，I’ll ask some of you to answer the questions and we’ll check them together．Are you clear about that?

Ss：Yes．

(Teacher goes through the instruction and questions first．Then play the tape．Finally check the answers．After that, teacher asks the students to do

Part 2．)

T：Well，now please listen to the tape once again and take some notes of what you hear．Then use your notes to tell your partner about how stacy works，how she feels about her job，and what advice she gives. Are you clear about that ?

Ss：Yes。

T：And if you were a disease detective. What would you do to learn more about a new disease ? Talk about it with your partner at the end．Do you remember?

Ss：Yes．

T：OK．Now, please listen carefully．Remember to take notes．

(The students listen and make notes first. Then talk about the questions with their partners．At the end，teacher may asks some students to report for the rest of the class．)

(Bb：a disease detective．the Centre for Disease control and Prevention．)

Step Ⅳ Speaking

T：At the beginning of the class，we talked about some deadly diseases, and we also had a quiz on AIDS．We know AIDS is not only one of the deadly diseases but also a most serious social problem today．Could you please explain why? Guo Li，you try, please．

S：One reason is that it is incurable，another is that people know little about health care, prevention and education．

T：Well done．Besides AIDS there are some other most serious social problems such as drugs，smoking and drinking．Which do you think is the most serious one? Now let’s come to the speaking part．Choose one of the problems listed below or think of an- other serious problem．Prepare a role card on which you write down reasons why you think your problem is the most serious．Use the role card in the group discussion and try to persuade the other group members that your problem is the most serious one．Are you clear?

Ss：Yes．

T：And I'll show you some useful expressions on the screen to help you with your discussion．

(Teacher shows the screen．)

Supporting an opinion

I think that…，because…

First…

One reason is that…

For example，…

If we／they were to…, we／they could…

Challenging an opinion

Perhaps，but what if／about…?

Have you thought about…?

What makes you think that…?

Could you please explain…?

If I were you, I would…

(Teacher and the students go through the expressions together. Then the students begin to discuss in groups．At last．Teacher may ask some students to report for the rest of the class．)

Step V Summary and Homework

T：You all did very well in this class．Now let’s look at what we’ve done in this period．First，we’ve had a quiz to check your knowledge about AIDS，which helps us know more about AIDS．Second，we’ve listened to the tape about a disease detective at the Center for Disease Control and Prevention，which helps us get some knowledge about disease detectives and their work. Third，we’ve discussed what is the most serious problem today．This not only makes us care more about social problems，but also train our speaking ability．What’s more，we’ve learnt some useful words and phrases．After class, please practise more and prepare for the next period．So much for today. Class is over．See you tomorrow．

Ss：See you tomorrow．

Step Ⅵ The Design of the Writing on the Blackboard

Unit 7 Living with disease The First Period

1. via

e. g. We can send him a note via the internal mail system．

2．persuade sb．to do sth．；try to persuade sb．to do sth．

e．g. The salesman persuaded us to buy his product．

He tried to persuade him to change his mind．

Step Ⅶ Record after Teaching

篇13：unit1-5 revision(人教版高二英语上册教案教学设计)

(revision)

Step 1: Go over the words and expressions once again by a dictation or sentences making:

work on, go by, be/get engaged to sb. , go on with, dream of, turn out, take a look at, what if, the other way around, hope for, in fact, in the 1970s, mean to do sth. , according to , believe in, a number of, test the theory, use up, in order to , search for, stop sb. from doing sth.,

media, reliable, fire, face, difficulty, elect, injure, headline, editor, informed, relate, talented, switch, present, reflect, unique, spiritual, seldom, AIDS, addict, social, suffer, ignore, tolerate, affair, retire, awful, telegram, housewife, crowded, shopper, complete, bore, attitude, disappoint, responsible, citizen, polluter, arm, update, go up, for once, relate to, be addicted to, even if, draw attention to , on all sides, change one’s mind, current affairs, look up to, fall in love,

Prefer, share, furniture, stand, impress, despite, create, invite, seem, design, sale, block, preference, apartment, style, glance, ugly, modernism, construction, concrete, roof, dragon, fantastic, sail, stadium, net, nest, branch, structure, bold, stick, rent, reasonable, aid, aside, workshop, development, in a hurry, glance at, take examples, act as, fill up with, join… to…, set aside, prefer to do, prefer doing, prefer sb to do, share with, compare with, look as if, refer to.

Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;

Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.

Step 2: Come to the following topic and ask the Ss to say something about each topic:

Science and scientist; News and the media; Art and architecture; Literature and poetry; Geography

Step 3: Review the new Grammar Items:

The Past Participle and Noun Clauses

The Past Participle

1. My friends sent me some used stamps.

2. Books written by Cai Zhizhong are well received.

3. We are all interested in English.

4. He seemed confused at what I said.

5. Everybody thought the battle lost.

6. With my watch lost, I didn’t know what time it was.

7. He found two of the windows broken.

He found a number of people working there.

Greatly surprised, he couldn’t say a word.

8. When completed, the canal will connect the river with the lake.

9. Coated with sugar, bananas will taste better.

10. Even if invited, I wouldn’t go.

11. He stared at me, astonished.

Noun Clauses

What life will be like is the topic for today’s class discussion.

Can you imagine that what man will look like in 1000 years?

The reason why he didn’t come to school is that he was ill.

The news that our football team was defeated is known to all.

Step 4: Some exercises on the Grammar.

Step 5: Review Functional Items in the Units1-5

Describing people/debating; Expressing opinions/ preferences/ intention/ agreement and disagreement.

A. use the following sentence structures:

That’s correct /true.

There is no doubt that ……

It’s clear that…..

It’s hard to say.

I doubt that … …

Well, maybe, but … …

What’s your idea ?

Have you thought about … …

B. Practise expressing opinions, using the following sentence structures:

I would rather choose … ….

I don’t think we could choose … …

Maybe it would be better to choose… …

What do you think of … ….

What’s your opinion ?

Why do you choose… …?

C. Express preferences:

I’d prefer….

I prefer something that….

I’d rather…..

What I like is ….

I’m interested in….

I would feel happy if…

I can’t stand….

I don’t get very excited about…

D. Practise expressing intention and decision:

I’m interested to…

I’m interested but…

I think I might want…

I want to….

I’d like to,,,,

I think it will be too difficult to…

I think it will be boring…

I hope to find….

I don’t know much about… but….

I never heard of… so….

I’m not interested in…. so….

E. Practise expressing agreement and disagreement

a. agreement:

I believe that you have got it right.

Surely it must be….

Yes, you are right, but ….

Yes, I agree with you.

b. disagreement:

Don’t you think that…..?

Aren’t you confusing …..?

I don’t think that’s right ….

I don’t think so.

You must be mistaken……

No, you are wrong thinking that …….

I’m afraid you’re wrong …..

Step 6: Some additional exercises.

篇14：人教版高二上册《教材全解》

目录

第一单元 4

一、单元核心解读 4

二、高考专题解读 5

专题13：（古代诗文五）鉴赏文学作品的形象 5

1.《诗经》三首 9

一、课文完全解读 9

二、综合能力拓展 17

2.离骚（节选） 20

一、课文完全解读 20

二、综合能力拓展 28

3.孔雀东南飞（并序） 33

一、课文完全解读 33

二、综合能力拓展 50

4.汉魏晋诗三首 53

一、课文完全解读 53

二、综合能力拓展 61

其他古诗词读背篇章 65

第二单元 68

一、单元核心解读 68

二、高考专题解读 69

专题14：（古代诗文六）鉴赏文学作品的语言 69

5.梦游天姥吟留别 75

一、课文完全解读 75

二、综合能力拓展 81

6.琵琶行（并序） 85

一、课文完全解读 85

二、综合能力拓展 95

7.近体诗六首 100

一、课文完全解读 100

二、综合能力拓展 113

8.词七首 117

一、课文完全解读 117

二、综合能力拓展 134

其他古诗词读背篇章 139

第三单元 148

一、单元核心解读 148

二、高考专题解读 149

专题15：（现代文九）归纳内容要点 概括中心意思 149

9.记念刘和珍君 152

一、课文完全解读 152

二、综合能力拓展 163

10.故都的秋 168

一、课文完全解读 168

二、综合能力拓展 175

11.道士塔 179

一、课文完全解读 179

二、综合能力拓展 187

12.泪珠与珍珠 191

一、课文完全解读 191

二、综合能力拓展 196

第四单元 199

一、单元核心解读 199

二、高考专题解读 200

专题16：（现代文十）分析概括作者在文中的观点态度 200

13.灯下漫笔（节选） 203

一、课文完全解读 203

二、综合能力拓展 211

14.漫话清高 214

一、课文完全解读 214

二、综合能力拓展 220

15.巴尔扎克葬词 223

一、课文完全解读 223

二、综合能力拓展 230

16.短文两篇 235

一、课文完全解读 235

二、综合能力拓展 241

第五单元 243

一、单元核心解读 243

二、高考专题解读 243

专题17：（古代诗文七）鉴赏文学作品的表达技巧 243

17.六国论 247

一、课文完全解读 247

二、综合能力拓展 256

18.游褒禅山记 259

一、课文完全解读 259

二、综合能力拓展 268

19.伶官传序 271

一、课文完全解读 271

二、综合能力拓展 278

20.石钟山记 282

一、课文完全解读 282

二、综合能力拓展 289

第六单元 291

一、单元核心解读 291

二、高考专题解读 291

专题18：（古代诗文八）筛选文中的信息 291

21.项脊轩志 295

一、课文完全解读 295

二、综合能力拓展 303

22.五人墓碑记 306

一、课文完全解读 306

二、综合能力拓展 314

23.登泰山记 317

一、课文完全解读 317

二、综合能力拓展 324

24.病梅馆记 327

一、课文完全解读 327

二、综合能力拓展 332

第一单元

一、单元核心解读

［目标分解］

1.了解唐以前我国古典诗歌的概况，学习《诗经》至六朝诗歌的代表作品。

2.了解《诗经》《楚辞》开创的现实主义和浪漫主义传统。

3.了解四言诗、骚体诗、五言诗的基本特点，了解诗歌由四言诗到骚体诗再到五言诗的发展过程，掌握这三种诗歌样式的特点和节奏。

4.通过诵读，体会作品蕴含的思想感情，感受古诗的艺术魄力，培养鉴赏古典诗歌的情趣，逐渐提高鉴赏古典诗歌的能力。

［核心精解］

本单元主要是唐代以前我国古代诗歌的部分代表作品。《诗经》和《楚辞》主要反映了我国奴隶社会现实生活，汉乐府诗《孔雀东南飞》和汉魏晋代曹操、陶渊明等人的诗歌反映了封建社会现实生活。读这些古诗，我们可以从一个侧面感知古代社会生活，鉴赏古诗的情趣和艺术魅力。

《＜诗经＞三首》中的《氓》《静女》《无衣》采用四言句式，以赋、比、兴的手法，反映了当时劳动人民的婚姻、恋爱及军旅生活，富有写实精神。《诗经》开创了我国古代诗歌创作的现实主义优秀传统。

《离骚》（节选）以大胆丰富的想像，热烈奔放的感情，参差错落、富于变化的句式，浓郁的楚国地方色彩和华美的语言，抒写了诗人自己的理想追求，创造了神奇瑰丽的艺术世界。《楚辞》开创了我国古代诗歌创作的浪漫主义优秀传统。

《孔雀东南飞》（并序）属于汉乐府诗，全诗通过对焦仲卿、刘兰芝二人的爱情悲剧的描写，控诉了封建家长制和礼教的罪恶，赞扬了青年男女生死不渝的爱情及其勇敢的抗争精神。

《汉魏晋诗三首》中《迢迢牵牛星》《短歌行》《归园田居》反映了一个阶层或文人自己的理想追求，从一个侧面反映了当时的社会生活。这几首诗，标志着五言诗从开创、发展而逐渐走向成熟。

［篇目提要］

《诗经》三首

卫风氓 背诵（部分） 教读

秦风无衣 背诵 教读

邶风静女 背诵 自读

《离骚》（节选） 屈原 背诵（部分） 教读

《孔雀东南飞》（并序） 背诵（部分） 教读

《汉魏晋五言诗三首》

迢迢牵牛星 背诵 自读

短歌行 曹操 背诵 教读

归园田居 陶渊明 背诵 教读

二、高考专题解读

专题13：（古代诗文五）鉴赏文学作品的形象

［考点解密］

《考试大纲》要求：鉴赏文学作品的形象。

形象是作品中的最基本的东西，是读者首先从作品中看到的、感触到的。

古典诗词中的形象与一般小说、剧本中的形象不同。小说剧本中的形象一般指作品中塑造的人物，而古典诗词中的形象既可以是人物形象，也可是景象，或具有一定象征意义的事物。可从下面几个方面略作分析：

一、人物形象 古典诗词中的人物形象一般不如小说中的形象丰满、完整，它可以是人物的一个神态、一个笑容、一个动作、一个微妙的心理变化，或一组人物的语言、声音，或是一个典型的细节，等等。通过精当的描写，以简练的笔法刻画人物的形象，表现人物的性格，反映人物的思想感情。而这些形象往往以片断的形式表现出来，它需要读者以自己的想像去进一步补充。如：

“君家何处住? 妾住在横塘。停船暂借问，或恐是同乡。”(崔颢《长干曲》)──以自问自答的形式，描写船家男女青年初次见面时情景。刻画了一个热情大方、聪明伶俐的少女形象。

“白马金鞍从武皇，旌旗十分宿长杨。楼头小妇鸣筝坐，遥见飞尘入建章。”(王昌龄《青楼曲二首其一》)──以电影镜头的形式塑造了一个威武青年将领的形象。

“闺中少妇不知愁，春日凝妆上翠楼。忽见陌头杨柳色，悔教夫婿觅封侯。”(王昌龄《闺怨》)──有装扮，有活动，有心理，也有景色描写，比较细致地刻画了一个年轻少妇的形象。

“百战沙场碎铁衣，城南已合数重围。突营射杀呼延将，独领残兵千骑归。”(李白《从军行》)──有装扮(铁衣碎)描写，有行动描写，于叙事之中塑造了一个勇武过人、凛然可敬的英雄形象。

二、风物景象 简单来说，就是一般的景物、景象描写。一般有：

①景象描写：季节、时令、时间，地域、地点，虫鱼鸟兽、山水花木，……

②场面描写：农事、战争、狩猎、垂钓、节令、……

③色彩描写：颜色及其变化，冷暖色调，对景象画面的影响……

当然，诗中的景物也是人物(往往是诗人自己)感情的外在表现，它常常带上了一定的主观色彩。如：

“好雨知时节，当春乃发生。随风潜入夜，润物细无声。野径云俱黑，江船火独明。晓看红湿处，花重锦官城。”(杜甫)《春夜喜雨》)──诗歌细腻生动地描绘了春夜雨景，并以拟人化的手法，写出了夜雨的神奇，喜悦之情跃然纸上。

“巴陵一望洞庭秋，日见孤峰水上浮。闻道神仙不可接，心随湖水共悠悠。”(张说《送梁六自洞庭山作》)──在山峰湖水景象的描写之中，流露了诗人忧愁的情思。

“荆溪白石出，天寒红叶稀。山路元无雨，空翠湿人衣。”(王维《山中》)──诗歌用清新自然的语言，描绘了深秋山中的景象，歌咏了大自然的美丽，同时也表现了诗人恬淡高雅的生活情趣。

三、物象描写 指有些作品以某些事物为具体描写对象，在形象描写中赋予事物以人格化。从全诗来说，即以象征性的形象描写来曲折地表现诗人的品格节操或思想感情。古典诗词中常描写的形象有：蝉、鹰、雁、松、梅、竹、马，等。如：

“兰若生春夏，芊蔚何青青。幽独空林色，朱蕤冒紫茎。迟迟白日晚，袅袅秋风生。岁华尽摇落，芳意竟何成？”(陈子昂《感遇三十八首其二》)──兰，香兰；若，杜若。前四句极咏兰若的风采，后四句则感叹芳华零落。描写兰若，实际上是写自己的遭遇。这孤芳独立的兰若，正是诗人孤标卓立的绝世才华的写照，也是诗人怀才不遇的自喻。

“秋丛绕舍似陶家，遍绕篱边日渐斜。不是花中偏爱菊，此花开尽更无花。”(元稹《菊花》)──诗人在对菊花的描写与观赏中，点明了自己对菊花有着与陶渊明同样的喜爱情怀。这首诗借赏菊表现了诗人锐意向上、排难而进的意志，以及崇高的审美追求。

四、比喻性形象描写 有些诗词在形象的描写之中，隐含了诗词的实际内容，形象的描写之中渗透了比喻的意象，这就要求读者能结合有关背景材料，透过形象的描写，把握其中隐含的内容。如下面两首诗：

洞房昨夜停红烛，待晓堂前拜舅姑(公婆)。妆罢低声问夫婿：画眉深浅入时无。

唐朱庆余《近试上张水部》

越女新妆出镜心(镜湖的湖心)，自知明艳更沉吟，齐纨未足时人贵，一曲菱歌敌万金。

张籍《酬朱庆余》

这两首诗都写得较含蓄，把握内容时要注意诗题及有关背景。朱诗作者以新妇自比，把张籍比作新郎，把主考比作公婆，表现自己考前期待与不安的心情，诗的主旨是向张籍征询意见。张诗亦委婉作答，把朱庆余比作貌美且歌声动听的采菱姑娘，“齐纨”句暗示说朱是难得的人才，对考试不必担心。两诗中虽有新婚少妇与越女的形象描绘，但寄意全在诗外。显然，对这两首诗内容的理解不能只看诗的字面意思和具体形象，而应结合有关提示把握其隐含意义。

五、音乐曲调 严格来说，这不属于形象，但考虑到内容的相关性，也把此部分内容安排在此。

古诗中常在语句里出现有些乐曲名称，而这些乐曲又往往有特定的含义、情感，或寓意，而这又对全诗的整体意象或情感表达有直接的作用。因此，了解这一些，对于欣赏古代诗词有一定的意义，高考试题即就此命题。

古典诗词中常见的曲调名称：

关山月──乐府曲调，多写征戍离别之情。如：“琵琶起舞换新声，总是关山旧别情。”（王昌龄《从军行七首》之二）

梅花落──曲调名。如：“黄鹤楼上吹玉笛，江城五月落梅花。”（李白《与史郎中钦听黄鹤楼上吹笛》）由《梅花落》的笛声想像梅花满天飘落的景象，再由梅花的飘落产生凛然生寒的感觉，这正与诗人当时的心境切合。这样，诗人由笛声想到梅花，由听觉诉诸视觉，以通感的方式描绘出了冷落的感受。

霓裳羽衣曲──相传是唐玄宗改编的乐舞曲，主要表现歌舞升平的景象。如：“渔阳鼙鼓动地来，惊破霓裳羽衣曲。”（白居易《长恨歌》）

后庭花──即玉树后庭花，相传是南朝后主所制的乐曲，为绮靡之音。如：“商女不知忘国恨，隔江犹唱后庭花。”（杜牧《泊秦淮》）

杨柳曲──乐府曲调“杨柳枝”，有时也作“折杨柳”，主要写军旅生活，从梁、陈到唐代，多为伤别之词，以怀念征人为多。如：“羌笛何须怨杨柳，春风不度玉门关。”（王之涣《凉州词》）。“笛中闻折柳，春色未曾看。”（李白《塞下曲六首》其一）

行路难──古曲名，多言世路艰难及离别伤悲之情。如：“天山雪后海风寒，横笛遍吹《行路难》”（李益《从军北征》）

诗词中的形象一般景象优美，如诗如画，能给人以美感；又因为它是景象与情感的结合，所以更能给人以情感上的感染与撞击。通过诗词中的这一系列形象，读者可以感受到蕴含于其中的情感、思想。可以说，诗中的景象是为抒发诗人的感情思想而精心裁剪、设计的，古人云“一切景语皆情语”。另一方面，诗人的思想情感又是借助于这一些形象来表达的。

［试题解析］

一、高考试题广东卷

阅读下面一首唐诗，然后回答问题。

江汉 杜甫

江汉思归客，乾坤一腐儒。

片云天共远，永夜月同孤。

落日心忧壮，秋风病欲苏。

古来存老马，不必取长途。

(l）这是杜甫晚年客滞江汉时所写的一首诗。诗中二三联用了“片云”“孤月”“落日”“秋风”几个意象，请分析其情景交融的意境。

(2）有人认为这首诗洋溢着诗人自强不息的精神，也有人认为这首诗表达了诗人的怨愤之情，你同意哪种看法？请说明理由。亦可另抒己见。

［解析答案］

（1）第二联中的“片云”“孤月”既为实景，也有喻意。“片云”在空中飘荡，就像自己漂泊他乡，漫漫长夜中，月亮和“我”都是如此的孤独寂寞；第三联用落日比喻自己黄昏暮年，秋风则是眼前实景，与上句之“落日”喻象相对，虚实结合。两联情景交融，创造了一种天高道远、孤月独照的冷清（或孤清）的意境。

（2）第一种答案：同意洋溢着诗人自强不息的精神这种说法。诗中提到“心犹壮”“病欲苏”“存老马”等，从中可以看出诗人不怕病、不服老，希望为国效力。

第二种答案：同意表达了诗人怨愤之情的说法。诗中写到“思归客”“腐儒”“片云”“落日”等，特别是结尾两句：难道我这腐儒，连一匹老马也不如吗？表达了诗人一生漂泊的沧桑之感和报国无门的怨愤之情。

二、春季高考试题

阅读下面唐诗，完成（1）-（2）题

闻 雁 韦应物寒 塘赵嘏

故园渺何处？归思方悠哉。 晓发梳临水，家塘坐见秋。

淮南秋夜雨，高斋闻雁来。 乡心正无限，一雁过南楼。

（l）填空：这两首诗从体裁上看都属于 。

这两首诗都是抒发 。

（2）简答：这两首诗为什么都写到雁？

答：。

［解析答案］

（1）五言绝句思乡之情（回答“秋思”也可以）。

（2）雁是候鸟，春秋迁徙。秋天，大雁仿佛在奋力飞回故巢。这种景象每每牵动游子的思乡之情。因此诗人常常借雁抒情，寄寓自己浓浓的乡愁。

三、20全国高考试题

阅读下面一首诗，然后回答问题。

春夜洛城闻笛 李白

谁家玉笛暗飞声，散入春风满洛城。

此夜曲中闻折柳，何人不起故园情？

前人在评论这首诗时曾说，“折柳”二字是全诗的关键。诗中“折柳”的寓意是什么？你是否同意“关键”之说？为什么？

答：

［解析答案］

诗题为“闻笛”，诗的开篇即由笛声写起，一个“飞”字即显出笛声的不同寻常。接着诗人以夸张的手法写出了笛声随春风而飞遍满城的景象，此句极写笛声传播范围之广，角度独特，用语新奇，并为下文“何人”做了铺垫。“何人”紧承第二句的“满洛城”，则更显人的众多，并以反问的句式表达了众多人的一种普遍的情感──思念故乡。这是何声，能有如此的力量，激起如此巨大的思念之情？诗的第三句则给予点明：此为“折柳曲”。“折柳曲”，也叫“折杨柳”，是一首乐府曲调，多写伤怀离别之情。诗人在异地他乡，听到这一哀怨伤怀的曲子，自然激发起对故乡的情感。“折柳曲”是这首诗情感的基础，是全诗的关键，没有此曲，二、四句的“范围广”“人数多”则没有基础，也难以激起游子的“故园情”。

赏析这首诗，关键是要理解诗中“折柳”的含义，并进一步把握其寓意。

答案：“折柳”这首曲子寓有惜别怀远之意。本诗抒写了思乡之情，而这种思乡之情是从听到“折柳”曲的笛声引起的，可见“折柳”是全诗的关键。

四、春季高考试题

对下面这首唐诗的赏析,不恰当的一项是

蝉 虞世南

垂绥饮清露,流响出疏桐。

居高声自远,非是藉秋风。

[注]垂绥,指蝉。蝉的头部有伸出的触须,形状好像下垂的冠缨。

A．首句写蝉的形状与食性,含有象征意义。古代常以“冠缨”指代贵宦,诗人将“贵”与“清”统一在“垂绥饮清露”的形象中。

B．次句写蝉声之远传。“流响”状蝉声长鸣不已,悦耳动听。一个“出”字,使人感受到蝉声的响度与力度。

C．三四句蕴含深意,表明立身品格高洁的人,不需要某种外在的凭藉,自能声名远播, 表达出对高尚品格的热情赞美。

D．这首诗,事、景、情、议融为一体,显示出诗人寓情于景的艺术才能。

［解析答案］

这是一首托物言志的小诗。

在古代诗人的笔下，蝉是高洁的。由于它餐风饮露，栖于高枝，因此，很有点生活清苦、与世无争的隐士风范。首句表面是写蝉的形状、食性，实际处处含比兴、象征。“垂绥”字面意指蝉头部伸出的触须的形状，因其形状好像古人结在颔下下垂的帽带子，又暗示显宦身分。古人认为蝉生性高洁，栖高饮露，故说“饮清露”。“流响”是写蝉声的长鸣不断，悦耳动听。“出”字写蝉声的传播富有生气。梧桐本是高大树木，一“疏”字更显示出其高耸挺拔的风姿。第二句写蝉声远传，既照应了首句的“饮清露”，又自然引出后面的议论。此两句表面写蝉，实则是人格化的描写。“居高声自远，非是藉秋风”是全诗的点睛之笔。一般人认为，蝉声远传是由于借助于秋风的传送；诗人则强调是由于“居高”而自能致远。在这一议论中，蕴含着一个哲理：立身品格高洁的人，并不需要某种外在的凭借（如权势、地位等），自能名声远扬。这也是诗人自我形象的艺术写照。

总体来看，这是一首托物言志诗，通过写蝉清高的品格，来表现作者的一种志向。既没有叙事，也没有写景，更谈不上“寓情于景”了。

答案：D

1.《诗经》三首

《诗经》

一、课文完全解读

［要点解析］

1.了解《诗经》的基本特点。

2.学习并背诵《氓》等三首诗歌。

3.把握诗歌主旨，分析人物形象。

4.在诵读中理解、鉴赏，逐步培养诵读文学作品的能力。

［分类整合］

一、重要词语释义

将 音qiāng，愿，请 将子无怒，秋以为期 《卫风氓》

qiang，请 将进酒，杯莫停 《将进酒》

扶，持 爷娘闻女来，出郭相扶将 《木兰辞》

拿，用，表抽象意义 成语“将功赎罪”

呼儿将出换美酒 《将进酒》

带领，率领，带兵 使关羽将三万兵至益阳 《三国志蜀书吴主传》

带兵的人，将领 王侯将相宁有种乎 《陈涉世家》

将要，副词 皮之不存，毛将焉附 《左传僖公十四年》

乘 登上 乘彼垝垣，以望复关 《卫风氓》

驾车，驱马拉车 良马难乘，然可以任重致远 《墨子亲士》

乘船 李白乘舟将欲行 《赠汪伦》

升，登上、登高 乘鄂渚而反顾兮 《涉江》

趁着，凭借 乘其厉声以呵 《五人墓碑记》

趁，冒着 自京师乘风雪 《登泰山记》

sheng，一车四马总称 致万乘之势 《过秦论》

量词，(一)辆 车六七百乘 《陈涉世家》

四，数词 以乘韦先，牛十二犒师 《殽之战》

言 指预兆 尔卜尔筮，体无咎言 《卫风氓》

助词 言既遂矣，至于暴矣 《卫风氓》

说话 总角之宴，言笑晏晏 《卫风氓》

作 起 与子偕作 《秦风无衣》

兴起 天油然作云，沛然下雨 《孟子见梁襄王》

发作 而病寻作 《虎丘记》

劳动 昼夜勤作息 《孔雀东南飞》

著作 作《二京赋》 《张衡传》

制作 作浑天仪 《张衡传》

建造，兴建 将有作，则思知止以安人 《谏太宗十思疏》

贻 赠送 静女其娈，贻我彤管 《邶风静女》

赠给，送给 尝贻余核舟一，盖大苏泛赤壁云 《核舟记》

遗留 前修贻训，鄙乎茲道 《晋书郭璞传》

二、古今异义词语

贿 财物 以尔车来，以我贿迁 《卫风氓》

爽 差错 女也不爽，士贰其行 《卫风氓》

宴 欢聚 总角之宴，言笑晏晏 《卫风氓》

至于 到，指送到 送子涉淇，至于顿丘 《卫风氓》

达到某一程度 言既遂矣，至于暴矣 《卫风氓》

三、通假字

匪 非 匪来贸丝，来即我谋

垝 危 乘彼垝垣，以望复关

于 吁 于嗟鸠兮，无食桑葚

说 脱 士之耽兮，犹可说也

泮 畔 淇则有岸，隰则有泮

爱 薆 爱而不见，搔首踟蹰

说 悦 彤管有炜，说怿女美

归 馈 自牧归荑，洵美且异

四、句式与固定结构

固定结构 载……载……，一边……一边……。载笑载言

［整体通解］

一、作品介绍

《诗经》是我国最早的一部诗歌总集，开我国现实主义文学之先河。原本只称《诗》，儒家列为经典之一，故称《诗经》。编成于公元前6世纪的春秋时期，共305篇，古时也称“诗三百”。这些诗歌分为“风”“雅”“颂”三大类。“风”有15国风，大都是民间歌谣，有不少是古代劳动人民的创作；“雅”分大雅、小雅，是宫廷乐曲歌词；“颂”分周颂、鲁颂、商颂，是宗庙祭祀的乐歌。

二、内容概要

（一）《卫风氓》

1.内容概说：本篇是弃妇的怨诗。篇中自叙一个女子从恋爱、结婚、受虐到被弃的过程,感情悲愤,态度决绝,深刻反映了当时社会男女不平等的婚姻制度对女子的压迫与损害。

2.结构分析：全诗共分六章:第一章写恋爱,第二章写待嫁,第三章、第四章中断叙述，插入怨愤之词,第五章写受虐,第六章写决绝之情。全诗写经历与情感交相发展,结构上故事情节与作者思绪相适应,虽属叙事诗,但具有强烈的感情色彩。

3.结构图解：

情节发展 恋爱 婚变 决绝

抱布贸丝 无与士耽

内容表现 二三其德 亦已焉哉

秋以为期 至于暴矣

情感基调 载笑载言 躬自悼矣 老使我怨

（二）《秦风无衣》

1.内容概说：《无衣》是秦国人民抗击西戎入侵的军中战歌。《无衣》表现了奴隶社会时期人民保家卫国、团结对敌、英勇献身的思想感情，真实感人，慷慨雄壮，确是一首充满民族精神而又富有艺术魅力的古代军歌。

2.结构分析：全诗共三章，章与章句式对应；诗句大同而小异，在重章复唱中诗意递进。一边歌唱，一边行军，一往无前。

第一章，统一思想。当时军情紧急，一时难以备全征衣。“无衣”，这是实写。也可以理解为夸张的写法，为国征战，不计衣物不全的困难。“与子同袍”，与战友共用一件战袍。“王于兴师”，大家就急忙修理好“戈矛”。为什么大家能够克服困难、团结备战呢?“与子同仇!”大家认识到，仇敌是共同的，必须一起抗击共同的敌人。

第二章，统一行动。“与子同泽”“修我矛戟”。大家一起行动起来，“与子偕作”，投身到征战中。

第三章，一起上战场。“与子偕行”，激昂高歌，团结对敌，奔赴战场。

这首战歌，每章第一、二句，分别写“同袍”“同泽”“同裳”，表现战士们克服困难、团结互助的情景。每章第三、四句，先后写“修我戈矛”“修我矛戟”“修我甲兵”，表现战士齐心备战的情景。每章最后一句，写“同仇”“偕作”“偕行”，表现战士们的爱国感情和大无畏精神。这是一首赋体诗，用“赋”的表现手法，在铺陈复唱中直接表现战士们共同对敌、奔赴战场的高昂情绪，一层更进一层地揭示战士们崇高的内心世界。

3.结构图解：

同袍 修戈矛

岂曰无衣 同泽 修矛戟 齐心备战，爱国主义

同裳 修甲兵

铺陈复唱 重章叠句

（三）《邶风静女》

1.内容概说：在《诗经》时代，在某些地域，对男女交往的限制还不像后代那样严厉，由此我们在这些诗中看到年轻的小伙和姑娘自由地幽会和相恋的情景。《静女》以第一人称“我”(男青年)写一次恋人的约会。一对情人相约在城隅幽会，但是当那男子赶到时，那女子却故意躲了起来，急得那男子“搔首踟蹰”，那女子这才出来，又赠给那男子一根“彤管”--究竟是什么东西现在已不清楚，但在此具有爱情信物的意义，那男子不禁惊喜交集，因为这“彤管”是心上人送给自己的，所以他觉得真是分外美丽，不同寻常。

2.结构分析：全诗三章。一章重在写场景，两章重在写心理。

第一章，写姑娘约“我”在城墙角落相见，却一直不出现。急得“我”抓耳挠腮，不断徘徊。

第二章，写男青年在等待中想起姑娘那么漂亮，送给自己的“彤管”那么好看，令自己陶醉。

第三章，写男青年又想起姑娘送给他的“荑”，既好看又奇异，自己特别喜爱，因为其中蕴含姑娘相赠的情意“美人之贻”。

第一章写青年之急，第二章写青年之恋，第三章写青年之诚。作者由静女而彤管，由荑而静女之情，把人、物、情巧妙地融合起来，表现了男青年热烈而纯朴的恋情，男青年的形象活灵活现，他的恋情也真实感人。此外，诗歌采用重章复唱，巧妙选用细节，风格朴实，也增添了艺术魅力。

3.结构图解：

①等待，急切 --写景--借物写景

②彤管，恋情 心理--巧妙抒情

③回味，真诚

三、人物形象简析：

《氓》女主人公形象：全诗通过一个女子的自诉，叙述了他从恋爱、结婚到被遗弃的过程，塑造了一个忠于爱情、坚强决断的女子形象。

《静女》诗中女主人公形象：诗歌以戏剧化的情节，特别是生动的细节描写，塑造了一个顽皮、活泼的少女形象。

《静女》诗中男主人公形象：忠厚、淳朴。

［分项全解］

＜课文全解＞

卫风氓

氓之蚩蚩，抱布贸丝。

匪来贸丝，来即我谋。

送子涉淇，至于顿丘。

匪我愆期，子无良媒。

将子无怒，秋以为期。

乘彼垝垣，以望复关。

不见复关，泣涕涟涟。

既见复关，载笑载言。

尔卜尔筮，体无咎言。

以尔车来，以我贿迁。

桑之未落，其叶沃若。

于嗟鸠兮，无食桑葚！

于嗟女兮，无与士耽！

士之耽兮，犹可说也。

女之耽兮，不可说也！

桑之落矣，其黄而陨。

自我徂尔，三岁食贫。

淇水汤汤，渐车帷裳。

女也不爽，士贰其行。

士也罔极，二三其德。

三岁为妇，靡室劳矣。

夙兴夜寐，靡有朝矣。

言既遂矣，至于暴矣。

兄弟不知，咥其笑矣。

静言思之，躬自悼矣。

及尔偕老，老使我怨。

淇则有岸，隰则有泮。

总角之宴，言笑晏晏，

信誓旦旦，不思其反。

反是不思，亦已焉哉！

＜要点全解＞

氓：民。诗中指男主人公。蚩蚩：忠厚的样子。一说,通“嗤嗤”，笑嘻嘻的样子。贸：交易，交换。“嗤嗤”刻画出了氓的老实忠厚。

匪：通“非”，不是。即：就。谋：商量，这里指商量婚事。

子：古代对男子的美称。涉：渡水。淇：淇水,在今河南省境内。至于：到达。

愆：拖延。愆期，指拖延时间。媒：媒人。

将：愿，请，表希望。秋以为期：以秋为期。期，这里指婚期。

乘：登上。垝垣：倒塌的墙。复关：男子居住的地方，此指代男子。

泣涕：哭泣。涕：眼泪。涟涟：泪流不断的样子。

载：语助词，放在动词前，无义。

尔：你。卜，筮：皆指占卦。体：卜筮的卦象。咎，灾祸。

车：指男方迎娶的车子。贿：财物。这里指女方的嫁妆。

沃若：润泽的样子。

于：通“吁”。无食桑葚：不要贪吃桑葚。传说斑鸠吃多了桑葚会昏醉。

士：未婚男子的通称。耽：沉溺。

说：通“脱”，摆脱。

黄：枯黄。陨，陨落，飘零。

徂尔：嫁往你家。徂：往。三岁：泛指多年。食贫：犹言生活贫困。

汤汤：水势很大的样子。渐：溅湿，浸湿。帷裳：车两旁的布慢。

爽：过错。贰：不专一，有二心，与“壹”相对。行：行为。

罔极：没有准则。二三：有时二，有时三，反复无常，作动词。

以上两节以桑叶起兴，写出了女子对婚姻的痛苦思考。

靡：无，没有。室劳：指家里的劳苦活。劳：劳苦，辛苦。

夙兴：早起。夜寐：晚睡。靡有朝：没有一日不如此。

言：助词，无实义。遂：顺心，满足。暴：粗暴，凶暴。

“至于暴矣”活画出了氓性格中的另一面，与“嗤嗤”形成对照。

咥：大笑的样子。

静言思之：静而思之。言：语助词,无义。躬：自身。悼：伤心。

及：与，同。偕老：夫妇共同生活到老。偕：同。

隰：低湿之地。泮：通“畔”，边沿，岸边。

总角：指少年时代。宴：欢乐。晏晏：形容欢乐的样子。

旦旦：诚恳的样子。反：违反，此指违背了誓言。

是：这，代词，指誓言。已：止，了结。

最后两句既表明了女子的决绝态度，也表现了她坚强的性格特征。

秦风无衣

岂曰无衣？

与子同袍。

王于兴师，

修我戈矛。

与子同仇！

岂曰无衣？

与子同泽。

王于兴师，

修我戈戟。

与子偕作！

岂曰无衣？

与子同裳。

王于兴师，

修我甲兵。

与子偕行！

邶风静女

静女其姝，

俟我于城隅。

爱而不见，

搔首踟蹰。

静女其娈，

贻我彤管。

彤管有炜，

说怿女美。

自牧归荑，

洵美且异。

匪女之为美，

美人之贻。

衣：上衣。

袍：长袍，白天当衣服，夜晚当被子，相当于现在的披风或斗篷。

王：指秦王。于：助词。兴师：出兵。

戈、矛：古代装有长柄的武器。

与子同仇：我同你一样仇恨敌人。

此节写统一思想。

泽：通“衤◆ ”，内衣。

戟：古代一种长柄武器。

偕：一同。作：起。

此节写统一行动。

裳：下衣。

甲：战甲，古代军人穿的护身衣服。兵：兵器，武器。

行：往，去。

此节写一同奔赴战场。

静女：娴静温婉的女子。姝：美丽。

俟：等待。城隅：城的角楼。

爱：通“薆”，隐藏。见：出现。

踟蹰：犹豫徘徊。

以典型的细节描写来表现约会的情景。

娈：美好。

贻：赠送。彤管：红色的管状植物，或为红色箫笛类管乐器。

有：形容词词头，不是“有无”的“有”。

说：通“悦”。怿：喜爱。女：通“汝”，此指彤管。

由爱其人而及爱其物，真切自然。

牧：郊外田野。归：通“馈”，赠送。荑：茅草芽。古代有赠白茅表示爱恋、婚姻的民俗。

洵：诚然，实在。

女：通“汝”，指荑。

美人：指静女。

“匪女之为美，美人之贻”点出了对静女的喜爱之情。

［参考译文］

卫风氓

农家小伙笑嘻嘻，抱着布币来换丝。原来不是来换丝，找我商量婚姻事。我送你送过淇水，直到顿丘才告辞。并非我要拖日子，你无良媒来联系。请你不要生我气，重订秋天作婚期。

我曾登那缺墙上，遥望复关盼情郎。望穿秋水不见人，心中焦急泪汪汪。既见郎从复关来，有笑有说心欢畅。你快回去占个卦，卦无凶兆望神帮。拉着你的车子来，快快带去新嫁妆。

桑叶未落密又繁，又嫩又润真好看。唉呀班鸠小鸟儿，见了桑堪别嘴馋。唉呀年青姑娘们，见了男人别胡缠。男人要把女人缠，说甩就甩他不管。女人若是恋男人，撒手摆脱难上难。

桑树萎谢叶落净，枯黄憔悴任飘零。自从我到你家来，多年吃苦受寒贫。淇水滔滔送我回，溅湿车帘冷冰冰。我做妻子没过错，是你男人太无情。真真假假没定准，三心二意坏德行。

结婚多年守妇道，我把家事一肩挑。起早睡晚勤操作，累死累活非一朝。家业有成已安定，面目渐改施残暴。兄弟不知我处境，见我回家哈哈笑。净思默想苦难言，只有独自暗伤悼。

“与你偕老”当年话，老了怨苦更增加。淇水虽宽有堤岸，沼泽虽阔有边涯。回顾少年未婚时，想你言笑多温雅。海誓山盟还在耳，谁料翻脸变冤家。违背誓言你不顾，那就从此算了吧。

秦风无衣

谁说没有衣裳？和你穿一件大衣。君王要起兵，修整好戈和矛，和你同仇敌忾！

谁说没有衣裳？和你同穿一件内衣。君王要起兵，修整好矛和戟，和你共同做准备！

谁说没有衣裳？和你同穿一件下衣。君王要起兵，修整好铠甲和兵器，和你共同上前线！

邶风静女

闲雅姑娘真美丽，等我城上角楼里。故意逗人不露面，来回着急抓头皮。

闲雅姑娘美娟娟，送我笔管红艳艳。红色笔管光闪闪，喜爱你的美容颜。

送我郊外嫩茅草，嫩茅确实美得奇。不是嫩茅有多美，只因美人送过来。

［质疑解剖］

问题1：《卫风氓》怎样运用对比的手法，描写了女主人公的性格？

［剖析］此诗塑造了女主人公与“氓”两个人物形象。作者以对比手法刻画人物性格。对比的焦点一是双方对对方的不同态度,二是两个人物本身思想行为的前后变化。氓的言行,以结婚为界,表现为“信誓旦旦”与“至于暴矣”两种情状,暴露了他忠诚是假、虚伪是真的本质;女主人公的思想性格,则以她被休弃为界,由单纯、天真,热情而略带软弱转变为成熟、理智、冷静而坚毅刚强。通过前后对比、相互映衬,显示出两个人物的善恶美丑及彼此间的强烈反差。

问题2：《诗经》善于运用比、兴手法来抒发情感，试以《卫风氓 》为例简要分析。

［剖析］这首诗运用了比兴手法,如用“桑之未落,其叶沃若”,“桑之落矣,其黄而陨”比喻两人之间感情的前后变化；用“吁嗟鸠兮,无食桑葚”比喻女子不可沉溺于爱情；用“淇则存岸,隰则有泮”反喻自己的痛苦没有边际。这些比喻不仅生动形象,而且切合人物所在环境,富有生活气息。

问题3：《秦风无衣》中重章复唱起到了怎样的作用？

［剖析］全诗分三章，在重章复唱中表现了战士们共同对敌、奔赴战场的高昂情绪，一层更进一层地展示了战士们崇高的内心世界。

［读写解悟］

一、关于《诗经》的表现手法

《诗经》的表现手法，前人概括为赋、比、兴。朱熹在《诗集传》中解释说：“赋者，敷陈其事而直言之者也”，“比者，以彼物比此物也”，“兴者，先言他物以引起所咏之辞也”。这种解释比较通行。赋就是陈述铺叙的意思，一般多见于《颂》和《大雅》；但像《七月》《氓》《溱》等优秀民歌作品，也使用了赋的手法。比就是譬喻，对人或物加以形象的比喻，使其特征更加鲜明突出。如《风相鼠》《魏风硕鼠》用令人憎恶的老鼠来比喻统治者的不讲礼仪、贪婪可恶；《卫风氓》中用桑树由繁茂到凋落比喻女主人公的容貌由盛变衰。兴是借助其他事物作为诗歌发端，以引起所要歌咏的内容。兴同诗歌内容有一定的联系。如《周南桃夭》是一首嫁女诗，以“桃之夭夭，灼灼其华”起兴，使人从桃花盛开联想到新嫁娘的美貌。又如《邶风燕燕》是一首送别诗，以“燕燕于飞，差池其羽”起兴，使人从燕子飞时的差池不齐联想到送别时的依恋之情。比兴手法的运用，能加强诗歌的生动性和鲜明性，增加诗的韵味和形象感染力。比兴手法对后世诗歌的创作有很大影响。

二、《诗经》善于运用章句的重叠来表达思想感情，使诗歌在音律上和修辞上都收到美的效果。

这种情况在《国风》和《小雅》的部分诗篇中尤为突出。有的通篇重叠，各章对应地只换几个字，如《周南》；有的只在章首或章尾重叠，如《周南汉广》；有的隔章重叠，重首重尾，如《周南关雎》。重叠便于记忆和咏唱，是民歌的特色之一，回旋反复，可以增加诗歌的音乐性和节奏感，更充分地抒发情怀。《诗经》中还运用了叠字、双声、叠韵等修辞手段，如“风雨凄凄，鸡鸣喈喈”“风雨萧萧，鸡鸣胶胶”，其中的“凄凄”“喈喈”“萧萧”“胶胶”都是叠字；双声如“参差”“踟蹰”等；叠韵如“窈窕”“崔嵬”等。这些修辞手段的大量运用，不仅增加了诗的音乐美，而且表达出细微曲折的思想感情，描摹出事物的特征和属性。

［习题解疑］

一、《氓》描写了女主人公和氓怎样的性格特点？女主人公从自己的遭遇中认识到了什么？

《氓》通过一个女子的自诉，叙述了她从恋爱到婚变到决绝这一完整的故事，塑造了一个勤劳、温柔而又坚强决断的女子形象。

诗中的氓由婚前的殷勤、热情，变为一个自私、凶暴，背叛爱情的人。他三心二意，缺少对爱情的忠诚。

女主人公从痛苦的生活经历中得出教训：“于嗟女兮！无与士耽。士之耽兮，犹可说也。女之耽兮，不可说也。”她的悔恨多于哀伤，决绝而不留恋。

二、《诗经》使用赋、比、兴手法。赋是直陈其事；比是打比方；兴是先言他物以引起所咏之辞，用于一首诗或一章诗的开头。《氓》中哪两章用了兴的手法？这两处起兴的诗句跟后面诗句的内容有什么联系？品味这些起兴诗句的艺术效果。

诗中第三、四两章运用了兴的手法。

第三章，前四句“桑之未落，其叶沃若。于嗟鸠兮！无食桑葚。”桑叶鲜嫩，告诫斑鸠不要贪吃桑葚。这与后面六句劝说“于嗟女兮！无与士耽”形成对照。

第四章，前两句“桑之落矣，其黄而陨”叶由嫩绿变为枯黄，这与士“信誓旦旦”变为“士贰其行”相对照，含有隐喻。

诗歌第三、四章起兴的诗句，用自然现象来对照女主人公恋爱生活的变化，由起兴的诗句引出表达感情生活的诗句，激发读者联想，增强意蕴，产生形象鲜明、诗意盎然的艺术效果。有人认为，用桑叶嫩绿而枯黄来比喻恋爱生活由幸福而变化为痛苦，这种兴兼有比的特点，更富有艺术魅力。

三、《无衣》每章都用“岂曰无衣”开头，有什么作用？“与子同仇”“与子偕作”“与子偕行”，这三句在内容上有什么联系？

此题意在考查对作品内容的理解，对《诗经》“一唱三叹”写法的了解。《无衣》起句含反问语气：“岂曰无衣？”这就加强了语意和语气。答句中“同袍”“同衤 ”“同裳”，表现了团结互助、坚决豪迈的军威。末句“与子同仇”，统一思想认识，同仇敌忾；“与子偕作”，备战时步调一致；“与子偕行”，出征时统一行动，奋起作战。这是一首出征三部曲，是爱国主义的军歌。

四、把《静女》改写成白话诗或小故事，可以发挥想像，力求有所创新。

此题要求在读懂作品的基础上，进行创造性写作训练。把《静女》改写成白话诗，语言要精练，有节奏，大体押韵，还要符合原诗的风格。把《静女》改写成小故事，语言要活泼，有文采，增添必要的细节描写。

五、课文三首诗都是四言诗，每句两个节拍，节奏整齐；在感受语言节奏的基础上，背诵《无衣》《静女》全诗和《氓》前两章。

略。

二、综合能力拓展

［发散探究］

问题探究1：怎样理解《诗经》的现实主义？

［要点提示］“诗三百”所表现的思想内容以及用以表现该内容的艺术手法都具有开创性的意义。但其中，它们又存在着某些共性的东西，这就是《诗经》的现实主义艺术风格，它深深地影响着后世文学的发展。例如，《卫风氓》是一首弃妇自诉婚姻不幸的长诗。该诗将女主人公的遭遇、命运非常逼真地表现出来，叙事与抒情融为一体，又夹有慨叹式的议论。这种“中国式”的叙事诗的形式，直接地影响着其后两千余年的叙事诗。在古乐府的《孔雀东南飞》，白居易的《长恨歌》中都能看到它的影子。

问题探究2：淇，水名。古典爱情诗中常出现“水”，对此，你是否曾经留意，是否有自己的一些看法？能否结合“送子涉淇”中的“淇”做一些探究？

［要点提示］有关爱情诗中出现“水”的原因，说法有三：

①古代交通不便，一水之隔，往往是咫尺天涯，见面不易。

②古诗善用比兴，以水喻情思久远绵长，取柔情似水之意。

③古代的青年男女受到严格的约束，女子讲究“大门不出，二门不迈”，而男子被禁锢在“学宫(即学校)”里。古代的“学宫”一般设在池水环绕，远离闹市的城郊，因此，这“淇水汤汤”便成为隔绝少男少女们的一道鸿沟，以诗传情，也就自然会想到“水”。

以上三种说法皆有一定道理，供参考。也可找出其他原因。

问题探究3：“以尔车来，以我贿迁”一句主要运用了什么写作手法？表达了女主人公怎样的感情？

［要点提示］诗人用白描的手法，生动地描绘了女主人公对爱情的执著与追求。“你用车来接我，我带上财物嫁给你”，几千年前的青年男女能够如此大胆地表达相爱的心曲，诗人又这样简洁生动地描述出来，使我们真切地感受到女主人公的纯真与率直。

广为传唱的维吾尔族民歌《马车夫之歌》中有“带着你的妹妹，带着你的嫁妆，坐着那马车来”，在情感表达上与此诗有异曲同工之妙。

［信息资料］

（一）《毛诗序》中对“赋、比、兴”的解释

《诗经》里大量运用了赋、比、兴的表现手法，加强了作品的形象性，获得了很好的艺术效果。所谓“赋”，用朱熹《诗集传》的解释，是“敷陈其事而直言之”。这包括一般陈述和铺排陈述两种情况。大体在《国风》中，除《七月》等个别例子，用铺排陈述的较少；大、小《雅》中，尤其是史诗，铺陈的场面较多。汉代辞赋的基本特征就是大量铺陈。虽然从《诗经》到汉赋还间隔许多环节，但说其原始的因素源于《诗经》，也未尝不可。

“比”，用朱熹的解释，是“以彼物比此物”，也就是比喻之意。《诗经》中用比喻的地方很多，手法也富于变化。如《氓》用桑树从繁茂到凋落的变化来比喻爱情的盛衰；《鹤鸣》用“他山之石，可以攻玉”来比喻治国要用贤人；《硕人》连续用“葇荑”喻美人之手，“凝脂”喻美人之肤，“瓠犀”喻美人之齿，等等，都是《诗经》中用“比”的佳例。

“赋”和“比”都是一切诗歌中最基本的表现手法，而“兴”则是《诗经》乃至中国诗歌中比较独特的手法。“兴”字的本义是“起”。《诗经》中的“兴”，用朱熹的解释，是“先言他物以引起所咏之辞”，也就是借助其他事物为所咏之内容作铺垫。它往往用于一首诗或一章诗的开头。

（二）关于《诗经》的分类

《诗经》在古代与音乐和舞蹈关系密切，《风》《雅》《颂》三部分的划分，就是依据音乐的不同而划分的。

1.“风”是各诸侯国的土风歌谣，大多数是民歌，最富于思想意义和艺术价值。十五《国风》就是十五个地方的土风歌谣。包括《周南》《召南》《邶风》《鄘风》《卫风》《王风》《郑风》《齐风》《魏风》《唐风》《秦风》《陈风》《桧风》《曹风》《豳风》，共十五《国风》，诗一百六十篇。

2.“雅”是西周王畿地区的正声雅乐，共105篇，又分“大雅”和“小雅”。“大雅”31篇，用于诸侯朝会；“小雅”74篇，用于贵族宴乐。

3.“颂”是统治阶级宗庙祭祀的舞曲歌辞，又分“周颂”31篇，“鲁颂”4篇，“商颂”5篇，共40篇。《毛诗序》说：“颂者美盛德之形容，以其成功告于神明者也。”这是颂的含义和用途。王国维说：“颂之声较风、雅为缓。”（《说周颂》）这是其音乐的特点。

(三)《诗经》的流传

秦代曾经焚毁包括《诗经》在内的所有儒家典籍。但由于《诗经》是易于记诵的、士人普遍熟悉的书，所以到汉代又得到流传。汉初传授《诗经》学的共有四家，也就是四个学派：齐之辕固生，鲁之申培，燕之韩婴，赵之毛亨、毛苌，简称齐诗、鲁诗、韩诗、毛诗（前二者取国名，后二者取姓氏）。齐、鲁、韩三家属今文经学，是官方承认的学派，毛诗属古文经学，是民间学派。但到了东汉以后，毛诗反而日渐兴盛，并为官方所承认；前三家则逐渐衰落，到南宋，就完全失传了。今天我们看到的《诗经》，就是毛诗一派的传本。

(四)《诗经》的编排分类

前人有“六诗”“六义”“四始”的说法。《周礼春官大(太)师》中说：“大师教六诗：曰风，曰赋，曰比，曰兴，曰雅，曰颂。”在《毛诗序》里，把“六诗”叫做“六义”。对这两个名词历来有各种不同的解释。其中，以孔颖达在《毛诗正义》中的解释较有代表性。他说：“风、雅、颂者，诗篇之异体；赋、比、兴者，诗文之异辞耳。大小不同，而得并为六义者，赋、比、兴是诗之所用，风、雅、颂是诗之成形，用彼三事，成此三事，是故同称为义。”他认为风、雅、颂是诗的不同体制，赋、比、兴是诗的不同表现手法，这看法被长期沿用下来。至于《毛诗序》中又把风、小雅、大雅和颂说成是王道兴衰之所由始的“四始”，则是出于封建礼教的观点对《诗经》所作的曲解。

［激情赏鉴］

蒹葭①

兼葭苍苍②,白露为霜。所谓伊人③，在水一方④。溯洄从之⑤，道阻且长⑥。溯游从之⑦，宛在水中央⑧。

蒹葭凄凄⑨，白露未唏⑩。所谓伊人,在水之湄○11，溯洄从之,道阻且跻○12。溯游从之,宛在水中坻○13。

蒹葭采采○14，白露未已○15。所谓伊人,在水之埃○16。溯洄从之,道阻且右○17。溯游从之,宛在水中址○18。

［注释］

①本篇选自《诗经秦风》。②蒹葭:这里指芦苇。苍苍:茂盛的样子。③伊人:那个人。这里指意中人。④一方:一边。这里指在大水的另一边。⑤溯洄:逆流而向上。这里指陆行。从:跟从;追寻。之:指代“伊人”。⑥阻:阻难。指道路阻塞难走。⑦溯游:顺流而向下。也指陆行。⑧宛在句意谓:意中人仿佛在水的中央。宛:好像。⑨凄凄:通“萋萋”,茂盛的样子。⑩唏:干。○11湄:岸边,水草交接的地方。这里指高岸。○12跻:登高。这里指道路坎坷险峻,难以攀登。○13坻:水中小沙洲。○14采采:众多;茂盛。○15未已:未止。这里指露水没有全干。○16埃:水边。○17右:迂回曲折。○18址:水中沙滩。

［参考译文］

芦苇初生色青青，白色露水凝为霜。所恋的那个心上人，她在水的另一边。逆着弯曲的河道去寻找，路途艰险又漫长。逆着流水去寻找，仿佛见她在水中间。

芦苇初生多茂盛，白色露水还未干。所恋的那个心上人，她在水的那一岸。逆着弯曲的河道去寻找，路途难行又坡陡。逆着流水去寻找，仿佛她走在水中小沙洲。

芦苇初生好鲜艳，白色露水犹未全干。所恋的那个心上人，她在水的那一面。逆着弯曲的河道去寻找，道路艰难又曲折。逆着流水去寻找，仿佛她走到水中的沙洲。

［赏读］

这是一首怀念情人的恋歌。作者的思念对象可望而不可即。中间阻隔千重,因而思心徘徊,不能自抑其无限惆怅的心情。

此诗被历代誉为情深景真、风神摇曳的好诗。全诗共三章。每章八句,上四句写景,下四句述事抒情。诗中蒹葭、霜露、秋水等景物描写,渲染出清秋的凄清气氛,为人物的情感和活动提供了特定的背景,烘托了人物凄婉惆怅的情感。客观景物与主观感情浑然一体，构成了情景交融的优美意境。

此诗采取重章叠唱的形式,一唱三叹。诗人情感丰富,非反复咏叹不能尽其情意。由于在重复中变换个别词语,写出了白露从凝结为霜到融化为水而逐渐干涸的过程,表现了时间的推移。而诗人又在这时间的推移之中,上下求索,徘徊瞻望,章法的重叠也显示了情感的逐层加深。

2.离骚（节选）

屈原

一、课文完全解读

［要点解析］

1.了解《离骚》是《诗经》以后的一次诗体大解放，是“楚辞”体的代表作品。

2.了解以屈原作品为代表的积极浪漫主义和创作手法：丰富的想像，形象的描述。

3.培养通过把握诗文形象，深入体会作者的思想感情的能力。

4.理解诗人热爱祖国、忧国忧民的情怀，培养学生爱国忧民的思想感情，并学习诗人不与恶势力同流合污，执著追求理想的高尚节操。

［分类整合］

一、重要词语释义

重 再，加上 又重之以修能 《离骚》

与“轻”相对 金人十二，重各千石(一百二十斤) 《史记秦始皇本纪》

重要 任重而不敢专(独断) 《荀子仲尼》

更加 重为乡党所笑，以污辱先人 《报任安书》

层，量词 汉军及诸侯兵围之数重 《史记项羽本纪》

重新，副词 乃重修岳阳楼 《岳阳楼记》

慎重 古人所以重施刑于大夫者，殆为此也 《报任安书》

修 美好 又重之以修能 《离骚》

远 夫唯灵修之故也 《离骚》

长，指身高 邹忌修八尺有余 《邹忌讽齐王纳谏》

效法 是以圣人不期修古，不法常可 《五蠹》

修建 乃重修岳阳楼 《岳阳楼记》

整治、修理 务耕织，修守战之具 《过秦论》

增进、提高 故远人不服，则修文德以来之 《季氏将伐颛臾》

度 治国法度 何不改乎此度 《离骚》

衡量，计算 试使山东之国与陈涉度长絜大 《过秦论》

制度，法度 内立法度，务耕织 《过秦论》

常态 卒起不意，尽失其度 《荆轲刺秦王》

估计，猜测 度我至军中，公乃入 《鸿门宴》

跃过 万里赴戎机，关山度若飞 《木兰诗》

谱曲 予怀怆然，感慨今昔，因自度此曲─姜夔 《扬州慢》(序)

及 赶上 及前王之踵武 《离骚》

到，至 微夫人之力不及此 《烛之武退秦师》

趁着 而不及今令有功于国 《触龙说太后》

如，比得上 徐公何能及君也/不及汪伦送我情 《赠汪伦》

二、古今异义词语

忽 迅速 日月忽其不淹(不停留)兮

抚 持，凭借，趁着 不抚壮而弃秽兮

武 足迹 及(赶上)前王之踵武

代序 依次替代 春与秋其代序

纯粹 美德，完美 昔三后之纯粹兮

耿介 光明正大 彼尧、舜之耿介(大)兮

捷径 邪出的小路 夫唯捷径以窘步

党人 结党营私的小人 唯夫党人之偷乐兮

以为 以……为 曰黄昏以为期兮

三、通假字

道 通“导” 来吾道夫先路也

四、词类活用

名 名词用作动词，取名 名余曰正则兮，字余曰灵均

字 名词用作动词，取表字 名余曰正则兮，字余曰灵均

五、句式与固定结构

倒装句 宾语前置 不吾知其亦已兮

宾语前置 恐年岁之不吾与

介词结构后置 肇锡余以嘉名

固定结构 唯……犹……，唯独(只有)……还…… 唯昭质其犹未亏

［整体通解］

一、作者介绍

屈原（约前339～约前278）,中国战国末期楚国人，杰出的政治家和爱国诗人。名平，字原。楚武王熊通之子屈瑕的后代。丹阳(今湖北秭归)人。屈原因出身贵族，又明于治乱，娴于辞令，故而早年深受楚怀王的宠信，位为左徒、三闾大夫。屈原为实现楚国的统一大业，对内积极辅佐怀王变法图强，对外坚决主张联齐抗秦，使楚国一度出现了一个国富兵强、威震诸侯的局面。但是由于在内政外交上屈原与楚国腐朽贵族集团发生了尖锐的矛盾，由于上官大夫等人的嫉妒，屈原后来遭到群小的诬陷和楚怀王的疏远及顷襄王的放逐。流放江南，辗转流离于沅、湘二水之间。顷襄王二十一年(前278)，秦将白起攻破郢都，屈原悲愤难捱，遂自沉汨罗江，以身殉了自己的政治理想。

二、作品介绍

《楚辞》是我国第一部浪漫主义诗歌集，收录了战国时代楚国屈原、宋玉等人的诗歌。这些诗歌运用楚地的诗歌形式、方言声韵，特点之一是多用“兮”字，诗歌描写楚地的风土人情，具有浓厚的地方色彩。后世因此称这种诗体为“楚辞体”；又因屈原的名作《离骚》，而得名“骚体”。《楚辞》是我国浪漫主义文学的源头。

《离骚》是《楚辞》的代表作，共三百七十多句，是我国古代最长的一首浪漫主义的政治抒情诗。课文是节选部分，抒写诗人的身世、政治理想和忧国忧民的思想感情。

三、作品主旨

课文是《离骚》的节选部分，作者表达了三层意思：自叙身世；自叙追求（品德、才能、理想）；回顾历史，表明忠心及不为君王理解的苦闷之情。从这三层中，很好地表现了屈原坚持“美政”、至死不渝的高尚节操，抒发了诗人忧国忧民、献身理想的爱国情感。

四、结构图解

楚王同宗 对楚国之责任

出身 报国之任

赐以嘉名 正直的品格

才能报国之基础

才德 品德高洁不阿 报国之心

理想辅佐怀王兴国

被贬 遭谗被贬 忧愁幽思 《离骚》

［分项全解］

＜课文全解＞

帝高阳之苗裔兮，

朕皇考曰伯庸。

摄提贞于孟陬兮，

唯庚寅吾以降。

皇览揆余初度兮，

肇锡余以嘉名：

名余曰正则兮，

字余曰灵均。

纷吾既有此内美兮，

又重之以修能。

扈江离与辟芷兮，

纫秋兰以为佩。

汩余若将不及兮，

恐年岁之不吾与。

朝搴阰之木兰兮，

夕揽洲之宿莽。

日月忽其不淹兮，

春与秋其代序。

唯草木之零落兮，

恐美人之迟暮。

不抚壮而弃秽兮，

何不改乎此度也？

乘骐骥以驰骋兮，

来吾道夫先路也。

昔三后之纯粹兮，

固众芳之所在。

杂申椒与菌桂兮，

岂维纫夫蕙茝？

＜要点全解＞

帝高阳：传说中远古帝王颛顼的帝号。苗裔：后代子孙。朕：我。先秦时不论贵贱都可作第一人称代词，至秦始皇时才定为皇帝的自称。皇考：太祖。皇是美好、光辉的意思；考，指亡父。伯庸：屈原父亲的字。摄提：星名，指寅年。贞：正当。孟陬：指正月。惟：句首语助词，无义。庚寅：这是用干支纪日的术语，文中指屈原生日。降：诞生，出世。

皇：“皇考”的简称。览：观察。揆：揣度；估量。初度：初生时的容貌气度。肇：始。锡：同“赐”。嘉名：美好的名字。名：命名。正则：公正而有法则，含有“平”意。按，屈原名平，字原。字：这里用作动词，给人取表字。灵均：意谓原野、大地，含有“原”意。

纷：盛多的样子。内美：内在的美好品质。重：加上。修能：美好的才能。扈：披。江离：香草，又叫“蘼芜”。辟芷：香草，即白芷。纫：联缀，贯串。秋兰：泽兰，秋天开花。佩：佩带的饰物。

汨：水流迅疾的样子，这里比喻时光流逝很快。不及：赶不上。恐：怕。不吾与：即“不与吾”，不等待我。搴：攀折。阰：楚方言称大土山。木兰：香木名，皮似桂而香，古人认为去皮不死。揽：采。宿莽：楚语中称经冬不枯的草。

忽：迅速的样子。淹：停留。代序：互相依次替代。惟：作动词，“想”的意思。零落：凋谢；飘零。美人：一说喻指楚怀王。迟暮：这里指衰老。

不：“何不”的省文。一本无“不”字。抚：依持。壮：壮年。秽：秽恶，这里比喻不好的东西。度：法度。“不抚”两句针对楚王而言，希望他凭借壮盛之年，丢弃秽恶，改变法度。骐骥：骏马。来：招呼的话。这是屈原引道相招。道：在前带路。

三后：指楚国历史上三位贤明君王熊绎、若敖、蚡冒。一说，指夏禹、商汤、周文王。后：君主。纯粹：纯洁完美。这里指三王的德行美好。众芳：指众多的香花美草，比喻许多贤能的臣子。所在：这里意，为“所聚集”。杂：夹杂。申椒：大椒，香木名。菌桂：即“肉桂”，香木名。岂维：不只，不仅。维：通“唯”。蕙：香草。茝：即“白芷”，兰草之类。“杂申”两句照应众芳，强调有众多贤臣辅助。

彼尧、舜之耿介兮，

既遵道而得路。

何桀纣之昌被兮，

夫唯捷径以窘步。

唯夫党人之偷乐兮，

路幽昧以险隘。

岂余身之惮殃兮，

恐皇舆之败绩。

忽奔走以先后兮，

及前王之踵武。

荃不察余之中情兮，

反信谗而齌怒。

余固知謇謇之为患兮，

忍而不能舍也。

指九天以为正兮，

夫唯灵修之故也。

曰黄昏以为期兮，

羌中道而改路。

尧舜：唐尧、虞舜，传说中的上古圣君。耿介：光明正大。耿，光明。介，大。遵道：此指遵循治国的正道。路：比喻治国的正确途径。何：多么，何等。桀：夏桀，夏朝君主。纣：商纣，商朝君主。桀纣都是传说中的暴君。昌被：穿衣而不系带的样子，比喻放肆妄行。捷径：斜出的小路，这里比喻政治上的邪道。捷：邪出。径：小道。窘步：寸步难行。

党人：指当时楚王左右一伙结党营私的小人。偷乐：苟安享乐。路：比喻国家前途。幽昧：昏暗。险隘：危险狭隘。惮：惧怕。殃：灾祸。皇舆：国君所乘的车辆。这里借指国家。舆：车。败绩：倾覆。

忽：迅疾的样子。先后：指在君王前后奔走效劳。及：赶上。这里指继承。前王：即上文所指“三后”。踵武：足迹。荃：香草。喻指楚王。中情：内心的真情。信谗：听信谗言。齌怒：暴怒，大怒。

謇謇：尽忠直言。舍：放下，中止。指九天句：意思是说，指天为证，对天发誓。九天：上天。传说天有九重。正：同“证”。灵修：指楚怀王。灵修原意为明智美好，这里是对君王的美称。

黄昏：古人结婚亲迎的时候，即所谓“初昏”。期：婚期。羌：楚方言中的发语词，无义。这两句宋人洪兴祖的《楚辞补注》认为是衍文，应当删除。现在多数研究者采用洪兴祖的说法。

［参考译文］

我是古帝高阳氏的后代啊，我太祖叫伯庸。摄提那年正当孟陬啊，就在庚寅那天我降生。

太祖观察我出生器度啊，开始赐给我美名。给我取的大名叫正则啊，给我取的别号叫灵均。

上天既赋予我这么多内在的美德啊，又加上我很高的才能。我披着喷吐幽香的江离和白芷啊；又联缀起秋兰作为自己的佩巾。

流年似水，我惟恐抓不住这飞逝的时光。清晨我浴着晨曦去采集坡上的木兰，傍晚我背着夕阳在洲畔采摘宿莽来润德润身。

太阳与月亮互相交迭，新春与金秋相互交替。想到树上黄叶纷纷飘零，我便害怕美人也将衰老！

为什么你不趁着壮年抛弃混暗的政治啊，为什么不改变已经过时的法度？驾着龙马奔驰啊，我给你充当向导在前方开路。

古代三代先王的德行是那么完美啊，一丛丛芳草鲜花簇拥着他们。那时节他们交错地佩带申椒和桂啊，哪里只是蕙草与白芷结成的环佩？

那唐尧和虞舜是多么正大光明啊，他们遵循着正道向着光明迈进。那夏桀和商纣是多么放纵糊涂啊，只想走捷径，却一步步使自己走向困境。

那些拉帮结派的小人只贪图苟且一时，使他们道路变得黑暗而凶险而不思反省。难道我担心自己会遭受灾祸？我担心的是楚国的车轮将要覆倾！

我急匆匆地在你前后为王朝的复兴而奔波，希望能跟上前代明君的足迹。君主你不能体察我的一片衷情，反而听信谗言而对我大发雷霆。

我本来就知识忠言直谏会招灾惹祸，可我宁愿忍受痛苦也不放弃自己的品行。我敢手指苍天起誓，让它给我作证，我对君王完全是一片忠心！

已经说好在我们要在黄昏时成婚(比喻君臣密切合作)的，可为什么中途突然变卦？

［质疑解剖］

问题1：课文中大量运用语气助词“兮”，其作用是什么？

［剖析］

明确：“兮”是有浓厚的楚国地方色彩的语气词，它在诗句中的位置不同，作用也不尽一样。用在句中，表语音的延长；用在句间，表语意未竟，待下句补充；用在句尾，表感叹意味。就课文来看，“兮”均用在句间，表示语意未完，等待下句补充。

问题2：怎样理解屈原所坚持的“美政”理想？

［剖析］

屈原的作品是他坚持“美政”理想，与腐朽的楚国贵族集团进行斗争的实录。他的“美政”理想表现在作品中，就是“举贤而授能兮，循绳墨而不颇”(《离骚》)。与此相关，屈原的作品还深刻揭露了楚国政治的黑暗、楚国贵族集团的腐朽和楚王的昏庸，表现了他坚持“美政”理想、坚持节操，“虽九死而犹未悔”的斗争精神；同时表现了他忧国忧民、爱国爱民、矢志献身于祖国的决心。屈原的作品充满了积极的浪漫主义精神。其主要表现是他将对理想的热烈追求融入了艺术的想像和神奇的意境之中。屈原的作品还以一系列比兴手法来表情达意。如他以鲜花、香草来比喻品行高洁的君子；以臭物、萧艾比喻奸佞或变节的小人；以佩带香草来象征诗人的品德修养。这种“香草美人”的比兴手法，使现实中的忠奸、美丑、善恶形成鲜明对照，产生了言简意赅、言有尽而意无穷的艺术效果。屈原的作品形式上参差错落、灵活多变；语言上采用了大量楚地方言，极富于乡土气息；其方言土语大都经过提炼，辞藻华美，传神状貌，极富于表现力。

屈原是中国文学史上第一位伟大的爱国诗人。是浪漫主义诗人的杰出代表。作为一位杰出的政治家和爱国志士，屈原爱祖国爱人民、坚持真理、宁死不屈的精神和他的人格，千百年来感召和哺育着无数中华儿女，尤其是当国家民族处于危难之际，这种精神的感召作用就更加明显。作为一个伟大的诗人，屈原的出现，不仅标志着中国诗歌进入了一个由集体歌唱到个人独创的新时代，而且他所开创的新诗体--楚辞，突破了《诗经》的表现形式，极大地丰富了诗歌的表现力，为中国古代的诗歌创作开辟了一片新天地。后人也因此将《楚辞》与《诗经》并称为“风、骚”。“风、骚”是中国诗歌史上现实主义和浪漫主义两大优良传统的源头。同时，以屈原为代表的楚辞还影响到汉赋的形成。

在中国历史上，屈原是一位最受人民景仰和热爱的诗人。1953年，屈原还被列为世界四大文化名人之一，受到世界和平理事会和全世界人民的隆重纪念。

［读写解悟］

一、《离骚》的语言特色

楚辞在语言形式上打破了《诗经》那种以四言为主的体制，在民歌的基础上又继承了散文的笔法，句式长短参差，形式比较自由，行文灵活多变。句式以六言为主，兼有杂言，加之以对偶修辞，诗歌语言整齐而节奏鲜明。多用“兮”字以助语势，富有抒情成分和浪漫色彩。骚体诗的形成，是诗歌形式的一大革新，对后世文学影响深远。

二、《离骚》的艺术特色

1.比喻手法的运用。

2.对偶句式的运用。

3.浓郁的浪漫主义气息。其具体体现在丰富的联想和想像上，在诗中，诗人尽情地发挥他那神奇的想像力，用奇特的爱好表达心声，把现实的背景与虚设的幻境巧妙地融为一体，显示了浓厚的浪漫主义气息。

［习题解疑］

一、根据课文的诗句，说说屈原有怎样的外貌、风度和品德情操。

此题既考查对诗句的理解，又考查对诗句的欣赏能力。

他血统高贵，器宇不凡。--“皇览揆余初度兮，肇锡余以嘉名”

他身披香草鲜花，具有美丽的华彩。--“扈江离与辟芷兮，纫秋兰以为佩”

他勤勉修行，自强不息。--“汩余若将不及兮，恐年岁之不吾与”

他赤胆忠心，胸怀炽烈。--“指九天以为正兮，夫唯灵修之故也”

他嫉恶如仇，鄙视群小。--“惟夫党人之偷乐兮，路幽昧以险隘”

他为实现理想，不惧个人危难。--“岂余身之惮殃兮，恐皇舆之败绩”

二、用香草美人来比喻自己、贤士和君王，并表达政治理想，是《离骚》的一大艺术特色。找出相关诗句，说说诗人怎样运用这些比喻，讴歌怎样的政治理想？

此题意在赏析诗作艺术手法。

“扈江离与辟芷兮，纫秋兰以为佩”比喻自己。

“固众芳之所在”“杂申椒与菌桂兮，岂维纫夫蕙茝？”众芳指众多的香花美草，以此比喻许多贤能的臣子。申椒、菌桂、蕙、茝等都为香木名或香草，“杂申”两句照应众芳，强调有众多贤臣辅助。

“恐美人之迟暮”，以美人喻指楚怀王。

屈原以“扈江离”“纫秋兰”等比喻，自述一生不断人民大会堂美好事物、提高自身修养的嘉德懿行。由其自身深感时不我待，推广开来，言及国家命运，恐君王年老迟暮，表达积极进取的生活态度，进而提出“抚壮”“弃秽”和任用贤才的政治主张。

三、屈原的伟大人格和爱国精神为后人传颂。搜集有关屈原的评论和诗歌，说说你对屈原的评价。

此题意在延伸拓展，引发学生的探究兴趣和能力。

以下材料供参考：

屈原的作品

（一）《离骚》

《离骚》是屈原最重要的代表作。全诗三百七十二句，二千四百余字。其写作年代，或以为在怀王晚年，屈原第一次遭放逐以后；或以为在顷襄王时期，屈原第二次被放逐以后。

（二）《九章》

《九章》由九篇作品组成：《惜诵》《涉江》《哀郢》《抽思》《怀沙》《思美人》《惜往日》《橘颂》《悲回风》。《九章》的内容都与屈原的身世有关，这与《离骚》相似。但每一篇的篇幅较《离骚》短得多；所涉及的事实是生活中具体的片断，不像《离骚》是综合性的自叙；使用的手法以纪实为主，较少采用幻想的表现。

《橘颂》用拟人化的手法，细致描绘橘树的灿烂夺目的外表，和“深固难徙”的品质，以表现自我优异的才华、高尚的品格，和眷恋故土、热爱祖国的情怀。

《涉江》是屈原在江南长期窜逐中所写的一首纪行诗。诗中叙写作者南渡长江，又溯沅水西上，独处深山的情景。

《哀郢》作于秦将白起攻陷楚都以后。屈原在流亡队伍中，亲眼目睹了祖国和人民遭受的苦难，思前瞻后，百感交集，以极沉痛的心情写下这首诗，哀叹郢都的失陷。

《怀沙》一般认为是屈原临死前的绝笔。

《九章》的大部分都反映了屈原流放生活的经历，是研究屈原生平活动的重要材料。这些诗篇善于把纪实、写景与抒情相结合，以华美而富于表现力的语言，写出复杂的、激烈冲突的内心状态。

（三）《九歌》《招魂》《天问》

《九歌》《招魂》《天问》三部作品，都不直接涉及屈原本人的生活经历。前二种与楚地的神话传说、民间习俗有密切关系，后一种却是对神话传说和社会历史的质疑。但这三部作品，又从各方面曲折地反映了屈原的个性和思想情感，同时也是研究楚文化的基本材料。

《九歌》共十一篇，是一组祭神所用的乐歌。“九”表示由多篇歌辞组成，不代表实际篇数。一般认为，这是屈原根据民间的祭神乐歌改写而成的，既洋溢着古老的神话色彩，又表现着诗人对人生的某种感受。十一篇中，前十篇各祭一神，末篇《礼魂》，则是前十篇通用的送神曲。《九歌》中大多数诗篇都包含有神与神或人与神相恋的情节。这些恋爱，在诗中又都呈现会合无缘、彷徨怅惘的状态，透出对生命的执着追求，和追求不得的忧伤怀疑。这里面也许包含着屈原自己人生失意、孤独凄凉的心情。《九歌》具有很高的艺术成就。

对屈原的评价

（一）从屈原在当时社会中的身份来说，他是一位政治家，而不是一般意义上的“诗人”；但以他的巨大的创作成就来说，他又是我国文学史上第一位伟大的诗人。《诗经》中也有许多优美动人的作品，但它基本上是群众性集体性的创作，个性的表现甚少。而屈原的创作，却是用他的理想、遭遇、痛苦，以他全部生命的热情打上了鲜明的个性烙印。这标志了中国古典文学创作的一个新时代。

（二）屈原是一位具有崇高人格的诗人。他关心国家和人民，直到今天仍作为坚定的爱国者受到高度评价。虽然他的爱国和忠君联系在一起，在这一点上，他并不能背离所处时代和社会的基本道德原则，但同时也要看到，屈原又具有较为强烈的自我意识。他并不把自己看作君主的奴仆，而是以君主从而也是国家的引路人自居。他对自己的政治理想与人生理想有坚定的信念，为追求自己的理想不惜与自身所属社会集团的大多数人对抗，宁死不渝。

（三）屈原的作品，以纵恣的文笔，表达了强烈而激荡的情感。屈原赞美自我的人格，是率性任情，真实袒露；咏唱神灵的恋爱，是热情洋溢、淋漓尽致；颂扬烈士的牺牲，是激昂慷慨、悲凉豪壮……。屈原不满足于平实的写作手法，而大量借用楚地的神话材料，用奇丽的幻想，使诗歌的境界大为扩展，显示恢宏瑰丽的特征。这为中国古典诗歌的创作，开辟出一条新的道路。后代个性和情感强烈的诗人如李白、李贺等，都从中受到极大的启发。

（四）屈原是一位爱美的诗人。他对各种艺术的美，都不以狭隘的功利观加以否定。《九歌》、《招魂》中，处处渲染音乐歌舞的热烈场面和引发的感动。“羌声色之娱人，观者憺兮忘归”，在屈原笔下，是美好的景象。同样，他的诗篇，也喜欢大量铺陈华美的、色泽艳丽的辞藻。他还发展了《诗经》的比兴手法，赋予草木、鱼虫、鸟兽、云霓等种种自然界的事物以人的意志和生命，以寄托自身的思想感情，又增加了诗歌的美质。大体上可以说，中国古代文学中讲究文采，注意华美的流派，最终都可以溯源于屈原。

（五）在诗歌形式上，屈原打破了《诗经》那种以整齐的四言句为主、简短朴素的体制，创造出句式可长可短、篇幅宏大、内涵丰富复杂的“骚体诗”，这也具有极重要的意义。

总之，由屈原开创的楚辞，同《诗经》共同构成中国诗歌乃至整个中国文学的两大源头，对后世文学形成无穷的影响。

四、背诵“帝高阳之苗裔兮……来吾道夫先路也。”

（略）

二、综合能力拓展

［发散探究］

问题探究1：《离骚》中常以“香草”“美人”来比喻自己、贤士和君王，并表达政治理想。请找出相关的诗句，说说诗人是怎样运用这些比喻来表达政治理想的。

［要点提示］

《离骚》中常以“香草”“美人”来比喻自己、贤士和君王，并表达政治理想，这是《离骚》的一大艺术特色，这种方法叫做“移情法”，即不直接说出自己想说的话，而是把它寄寓于某一物上，也就是“移情于物”，这种方法在古典诗词中广泛运用，在政治不清明的时代，借用“移情”，可言难言之语，抒难抒之情。

用香草比喻内在的美好品德。

用美人比喻理想中的君王。

用荃草比喻现实中的君王。

用采摘和披挂江离秋兰比喻修身养性。

用乘骐骥比喻追求和实现美好的政治理想。

用黄昏期而中道变卦比喻君王失信。

用众芳，椒、桂、蕙比喻群贤。

问题探究2：你对屈原有哪些了解？请查阅资料，对屈原进行一次综合性研究。

［探究说明］

资料检索：

①司马迁的《史记屈原列传》。提示：这是最早也可说是最有权威性的有关屈原生平的史料记述，同时作者司马迁在记传的同时也对屈原的为人和为文进行了评述。当然这也是最早研究屈原的作品。此为必读材料。

②贾谊《吊屈原赋》。提示：贾谊任长沙王太傅因深感怀才不遇与屈子同病相怜遂有此赋。语言艰深晦涩，含义深沉高远。可选读。

③《屈原精神与中国传统文化》(《天津师大学报》1992年第3期)。提示：该文从历史的纵深角度阐述了屈原的思想人格对中国文化的贡献对中国文人性格的影响。可选读。

④综合了解屈原的作品。找一本《楚辞选》，选一些自己喜欢的作品，进行诵读。

⑤上网搜索，查找并归纳有关屈原的材料。

感受思考：

①参观汨罗屈原祠。该祠建于屈原当年自沉地，为国内最有影响的屈原纪念地，为国家文物保护单位。条件许可，可实地吊唁参观。

②也可欣赏有关图片，或电影电视片断。

［探究要点］

①屈原的生平。屈原，出生于公元前三四零年，出身在楚国的一个贵族家庭，二十六岁任楚国左徒，一心一意辅佐楚怀王励精图治，深得怀王的信任。但是，由于屈原的政治主张触动了权贵，受到怀王幼子子兰等权贵排挤，被流放。在流放期间，他以其出众的才华和对祖国人民的热爱，写下了《离骚》《九歌》《天问》《九章》等不朽的诗章。成为举世公认的浪漫诗人。屈原被贬官以后，楚国日渐衰落，公元前二百二十三年，楚国的国都沦陷，屈原悲愤之极，就在这年的五月五日，投江自尽，以身报国。

②屈原的主要政治活动。屈原一生经历了楚威王、怀王、顷襄王三个时期，而主要活动于楚怀王时期。这个时期正是中国即将实现大一统的前夕，“横则秦帝，纵则楚王”。屈原因出身贵族，又明于治乱，娴于辞令，故而早年深受楚怀王的宠信，位为左徒、三闾大夫。屈原为实现楚国的统一大业，对内积极辅佐怀王变法图强，对外坚决主张联齐抗秦，使楚国一度出现了一个国富兵强、威震诸侯的局面。但是由于在内政外交上屈原与楚国腐朽贵族集团发生了尖锐的矛盾，由于上官大夫等人的嫉妒，屈原后来遭到群小的诬陷和楚怀王的疏远。

怀王十五年(前304)，张仪由秦至楚，以重金收买靳尚、子兰、郑袖等人充当内奸，同时以“献商於之地六百里”诱骗怀王，致使齐楚断交。怀王受骗后恼羞成怒，两度向秦出兵，均遭惨败。于是屈原奉命出使齐国重修齐楚旧好。此间张仪又一次由秦至楚，进行瓦解齐楚联盟的活动，使齐楚联盟未能成功。怀王二十四年，秦楚黄棘之盟，楚国彻底投入了秦的怀抱。屈原亦被逐出郢都，到了汉北。

怀王三十年，屈原回到郢都。同年，秦约怀王武关相会，怀王遂被秦扣留，最终客死秦国；顷襄王即位后继续实施投降政策，屈原再次被逐出郢都，流放江南，辗转流离于沅、湘二水之间。顷襄王二十一年(前278)，秦将白起攻破郢都，屈原悲愤难捱，遂自沉汨罗江，以身殉了自己的政治理想。

③屈原的“美政”。屈原的作品是他坚持“美政”理想，与腐朽的楚国贵族集团进行斗争的实录。他的“美政”理想表现在作品中，就是“举贤而授能兮，循绳墨而不颇”(《离骚》)。所谓“举贤授能”，就是不分贵贱，把真正有才能的人选拔上来治理国家，反对世卿世禄，限制旧贵族对权位的垄断。他还以奴隶傅说、屠夫吕望、商贩宁戚的历史事迹为例，说明了不拘身分选拔人才的合理性。所谓“循绳墨而不颇”，就是修明法度，即法不阿贵，限制旧贵族的种种特权。

屈原的“美政”理想反映出了他与楚国腐朽贵族集团及其势力的尖锐对立，表达了他革除弊政的进步要求，而其最终目的就是要挽救祖国危亡，使楚国走上富强的道路。与此相关，屈原的作品还深刻揭露了楚国政治的黑暗、楚国贵族集团的腐朽和楚王的昏庸，表现了他坚持“美政”理想、坚持节操，“虽九死而犹未悔”的斗争精神；同时表现了他忧国忧民、爱国爱民、矢志献身于祖国的决心。

屈原虽遭谗被疏，甚至被流放，但他始终以祖国的兴亡、人民的疾苦为念，希望楚王幡然悔悟，奋发图强，做个中兴之主。他明知忠贞耿直会招致祸患，但却始终“忍而不能舍也”；他明知自己面临着许许多多的危险，在“楚材晋用”的时代完全可以去别国寻求出路，但他却始终不肯离开楚国一步。表现了他对祖国的无限忠诚及其“可与日月争光”的人格与意志。

④屈原的诗歌。（参本课相关部分）

⑤屈原作品的影响。屈原可以说是中国文学史上的第一位职业诗人。更是对后世文学创作手法和文人思想人格有着极其重大影响的文学家。今天对屈原其人进行研究重点不在于对其生平事迹进行展览和评述，主要应探究其思想人格和艺术风格的形成与内涵及对后世的巨大影响，并由此探寻屈原在当今的现实意义。

［信息资料］

一、楚辞

战国时期兴起于楚国的一种诗歌样式。“楚辞”的名称，最早见于西汉前期。汉代有时简称它为“辞”，或连称为“辞赋”。又由于楚辞中最有代表性的作品是屈原的《离骚》，所以后人也有以“骚”来指称楚辞的。如萧统《文选》中的“骚”类、刘勰《文心雕龙》中的《辨骚》篇，就是对整个楚辞而言。从汉代开始，“楚辞”又成为屈原等人作品的总集名。

楚辞渊源于中国江淮流域楚地的歌谣。它受着《诗经》的某些影响，但同它有直接血缘关系的，还是在南方土生土长的歌谣。楚地早有歌谣，据刘向《说苑》记载，约公元前6世纪有《越人歌》和《楚人歌》。《论语》载孔子曾听到《接舆歌》，《孟子》中也有《孺子歌》等等。可是这些楚地歌谣仅一鳞半爪地存于历史记载中，只是到了战国中期，屈原等人的一系列作品出现于楚国文坛之后，楚辞才形成一代文学样式。

楚辞的主要作者是屈原。他创作出了《离骚》《九歌》《九章》《天问》等不朽作品。在屈原的影响下，楚国又产生了一些楚辞作者。据《史记》记载，有宋玉、唐勒、景差等人。现存的《楚辞》总集中，主要是屈原及宋玉的作品；唐勒和景差的作品大都未能流传下来。

楚辞的特征，宋代黄伯思在《校定楚辞序》中概括说：“盖屈宋诸骚，皆书楚语，作楚声，记楚地，名楚物，故可谓之‘楚辞’。”（见《宋文鉴》卷九十二）这一说法是正确的。除此而外，《楚辞》中屈、宋作品所涉及的历史传说、神话故事、风俗习尚以及所使用的艺术手段、浓郁的抒情风格，无不带有鲜明的楚文化色彩。这是楚辞的基本特征，它们是与中原文化交相辉映的楚文化的重要组成部分。

二、屈原的生平

［《屈原列传》选读］

屈原者，名平，楚之同姓也。为楚怀王左徒。博闻强志①，明于治乱，娴于辞令②。入则与王图议国事，以出号令；出则接遇宾客，应对诸侯。王甚任之③。

上官大夫与之同列④，争宠而心害其能⑤。怀王使屈原造为宪令，屈平属草稿未定⑥。上官大夫见而欲夺之，屈平不与，因谗之曰：“王使屈平为令，众莫不知，每一令出，平伐其功⑦，（曰）以为‘非我莫能为’也。”王怒而疏屈平⑧。

［注释］

①博闻强志：见闻广博，记忆力强。②娴：熟习。③任：信任。④同列：同在朝班，即同事。⑤害：妒忌。⑥属：写作。⑦伐：自我夸耀。⑧疏：疏远。

［参考译文］

屈原，名字叫平，是楚王的同姓。做楚怀王的左徒。他知识广博，记忆力很强，明了国家治乱的道理，擅长外交辞令。对内，同楚王谋划商讨国家大事，颁布号令；对外，接待宾客，应酬答对各国诸侯。楚王很信任他。

上官大夫和他职位相等，想争得楚王的宠爱，便心里嫉妒屈原的贤能。楚怀王派屈原制定国家的法令，屈原编写的草稿尚未定稿，上官大夫看见了，就想硬要走草稿，屈原不给。上官大夫就谗毁他说：“君王让屈原制定法令，没人不知道的，每出一道法令，屈原就炫耀自己的功劳，说：‘除了我，没有人能制定法令了。'”楚王听了很生气，因而疏远了屈原。

三、端午节的传说

端午节的传说有多种，其中影响最广的端午起源的观点是纪念屈原说。

战国时代楚秦争夺霸权，诗人屈原位列右大夫，很受楚王器重。后来，屈原的主张遭到上官大夫靳尚为首的守旧派的反对，他们不断在楚怀王面前诋毁屈原，楚怀王渐渐疏远了屈原。

公元前229年，秦国攻占了楚国八座城池，接着又派使臣请楚怀王去秦国议和。屈原看破了秦王的阴谋，冒死陈述利害，坚决反对怀王入秦。楚怀王不但不听，反而将屈原逐出郢都。楚怀王如期赴会，一到秦国就被囚禁起来，楚怀王悔恨交加，忧郁成疾，三年后客死于秦国。楚顷襄王即位不久，秦王又派兵攻打楚国，顷襄王仓惶撤离京城，秦兵攻占郢都。屈原在流放途中，接连听到楚怀王客死和郢都被攻破的消息，万念俱灰，仰天长叹，投入了滚滚的汩罗江。江上的渔夫和岸上的百姓听说屈原大夫投江自尽，都纷纷来到江上奋力打捞屈原的尸体。

在民俗文化领域，我国民众把端午节的龙舟竞渡和吃粽子都与屈原联系起来。

俗说屈原投江以后，当地人民非常伤心哀痛，便争驾舟船奋力营救，因而有了以后的龙舟竞渡风俗。同时拿来了粽子、鸡蛋投入江中。有些郎中还把雄黄酒倒入江中，以便药昏蛟龙水兽使屈原大夫尸体免遭伤害。又说人们常放食品到水中致祭屈原，但多为蛟龙所食，后用楝树叶包饭，外缠彩丝，做成后来的粽子样。

［激情赏鉴］

涉江

屈原

余幼好此奇服兮，年既老而不衰。带长铗之陆离兮，冠切云之崔嵬。被明月兮佩宝璐。世混浊而莫余知兮，吾方高驰而不顾。驾青虬兮骖白螭，吾与重华游兮瑶之圃。登昆仑兮食玉英，与天地兮同寿，与日月兮同光。哀南夷之莫吾知兮，旦余济乎江湘。

乘鄂渚而反顾兮，欸秋冬之绪风。步余马兮山皋，邸余车兮方林。乘舲船余上沅兮，齐吴榜以击汰。船容与而不进兮，淹回水而疑滞。

朝发枉渚兮，夕宿辰阳。苟余心其端直兮，虽僻远其何伤。

入溆浦余儃徊兮，迷不知吾所如。深林杳以冥冥兮，猿狖之所居。山峻高以蔽日兮，下幽晦以多雨。霰雪纷其无垠兮，云霏霏而承宇。哀吾生之无乐兮，幽独处乎山中。吾不能变心而从俗兮，固将愁苦而终穷。

接舆髡首兮，桑扈臝行。忠不必用兮，贤不必以。伍子逢殃兮，比干菹醢。与前世而皆然兮，吾又何怨乎今之人！余将董道而不豫兮，固将重昏而终身！

乱曰：鸾鸟凤皇，日以远兮。燕雀乌鹊，巢堂坛兮。露申辛夷，死林薄兮。腥臊并御，芳不得薄兮。阴阳易位，时不当兮。怀信佗傺，忽乎吾将行兮！

［题解］《涉江》为屈原自己渡江湘，入洞庭，过枉渚、辰阳而入溆浦的纪行诗，表达了在腐朽贵族势力迫害下的悲愤心情和坚持理想，宁可“愁苦终穷”也决不“变心从俗”的顽强意志。其行程从渡江开始，故题为“涉江”。

［参考译文］我自幼就喜欢这奇伟的服饰啊，年纪老了爱好仍然没有减退。腰间挂着长长的宝剑啊，头上戴着高高的切云帽。身上披挂着珍珠佩戴着美玉。世道混浊没有人了解我啊，我却高视阔步，置之不理。坐上驾着青龙两边配有白龙的车子，我要同重华一道去游仙宫。登上昆仑山啊吃那玉的精英，我要与天地啊同寿，我要和日月啊同样光明。可悲啊，楚国没人了解我，明早我就要渡过长江和湘水了。

在鄂渚登岸，回头遥望国都，对着秋冬的寒风叹息。让我的马慢慢地走上山岗，让我的车来到方林。坐着船沿着沅水向上游前进啊！船夫们一齐摇桨划船。船缓慢地不肯行进啊，老是停留在回旋的水流里。

清早我从枉渚起程啊，晚上才歇宿在辰阳。只要我的心正直啊，就是被放逐到偏僻遥远的地方，又有什么妨害？

进入溆浦我又迟疑起来啊，心里迷惑着不知我该去何处。树林幽深而阴暗啊，这是猴子居住的地方。山岭高大遮住了太阳啊，山下阴沉沉的并且多雨。雪花纷纷飘落一望无际啊，浓云密布好像压着屋檐。可叹我的生活毫无愉快啊，寂寞孤独地住在山里。我不能改变志向去顺从世俗啊，当然难免愁苦终身不得志。

接舆剪去头发啊，桑扈裸体走路。忠臣不一定被任用啊，贤者不一定被推荐。伍子胥遭到灾祸啊，比干被剁成肉泥。与前世相比都是这样啊，我又何必埋怨当今的人呢！我要遵守正道毫不犹豫啊，当然难免终身处在黑暗之中。

尾声：鸾鸟、凤凰，一天天远去啊；燕雀、乌鹊在厅堂和庭院里做窝啊。露申、辛夷，死在草木丛生的地方啊；腥的臭的都用上了，芳香的却不能接近啊。黑夜白昼变了位置，我生得不是时候啊。我满怀着忠信而不得志，只好飘然远行了。

［赏读］

《涉江》是《九章》中的一篇。这首诗写于屈原第二次被流放的时期。涉江，就是渡过大江南行的意思。诗中记叙了他渡江南下从鄂渚到溆浦的一段历程?

[人教版高二上册《教材全解》]

篇15：人教版六年级语文上册全册教案

教材分析：

这是一篇介绍读报常识和读报方法的课文。主要介绍了读报的重要性以及如何读报，希望人们养成读报的好习惯。全文共7个自然段。

本文是一篇说明文，以“养成读报的好习惯”为题，从中可以明白，作者认为“读报”是一种“好习惯”，我们必须养成这种习惯，含藏其中的是从读报这一重要途径获取信息，融入现代社会，适应时代需求。

在本文的教学中，可以重点引导学生抓住重要词句进行自学，引导学生充分理解课文所要阐述的主要意思。

一个好习惯的养成不是一蹴而就的，它需要长期不懈的坚持。课后可以阶段性地开展相应的语文实践活动。如定期开展读报交流会，说说读报的收获与感悟。

教学目标：养成读报的好习惯教案教学设计精品

1.正确、流利、有感情地朗读课文。

2.学会本课一个生字，只识不写。理解由生字组成的词语。

3.凭借课文提供的语言材料，让学生了解报纸的一般内容，阅读报纸的一般方法，读报的好处。教育学生养成读报的好习惯。

教学时间：1课时

教学过程：

一、导入新课：师述课文第一节内容，导入新课。

二、初读课文。

1.自学课文，要求读准生字字音，理解生词的意思，读通课文。

2.检查自学效果。

(1)生字：佳肴yao

(2)解释词语：充溢佳肴诚然惊天动地回肠荡气层出不穷

陶冶良师益友息息相通受益终生

(3)指名朗读课文。

三、了解全文的结构，整体感知课文

1.了解结构。

第一段(1——3自然段)：介绍了读报的重要性。

第二段(4——5自然段)：写怎样读报，读报既要讲方法又要讲文明。

第三段(6——7自然段)：说明勤读报、会读报的好习惯使人受益，应该从小养成。

2.根据问题自学课文：

(1)报纸上有魔力吗?为什么这么说?

(2)报纸上有什么东西这样令人着迷呢?

(3)该怎样读报呢?

(4)读报还要注意些什么呢?

(5)这篇文章给你什么启发呢?

3.理解：

(1)原来读报读得着迷了，把锅里煮的佳肴忘到九霄云外，鸡鸭鱼肉变成了一堆黑炭。

写出了读报入迷的程度，也说明报纸作为人的一种精神需求，有时会超出人对物质的需求。

(2)这样，报纸就天天有新内容，每天都会给你新的感受，新的启示。

这里连用了三个“新”字第一个“新”表示报纸的时效快，紧跟时代和社会，后两个“新”说明人们不断地通过报纸了解社会，跟上时代发展的步伐。

-、了解课文的特色

1.全文用了不少问句，比如：“报纸竟有这么大的魔力吗?”“报纸上有什么东西这样令人着迷?”等，这些放在自然段的开头的问句，揭示了这一自然段的主要内容，也提醒了读者对这一问题的注意。

2.篇末点题。

3.最后一个自然段全文，发出号召，点明本文的用意。

五、课处延伸。

1.你平时读报吗?爱读哪些报纸?

2.选择你最近看过一则感兴趣的文章给大家介绍。

3.生小组交流。

4.集体交流。

篇16：人教版一年级语文上册全册教案

浏览了很多教案，我最终选择了这篇，原因是此教案的问题设计有深度，可以给学生思考的空间。而不是简单的来理解古诗的意思。

问题一：从诗中你感受到一个怎样的牧童?学生交流后得出结论：他生活的很悠闲，很潇洒，无拘无束，他是一个机灵的小男孩，他是一个天真无邪的小男孩!通过他们的回答我感受到学生能够透过文字，体会到文字背后的东西。

问题二：后两句，其中你最欣赏诗人用的哪个字或词?为什么?学生对于每个字都有自己的体会，如：“捕”体会到牧童可能在思考：我要想个办法把知了给逮住，如果用捉就不能表现他的机灵。“忽然”也可以看出牧童的机灵。

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