【导语】“远鹏电脑”通过精心收集，向本站投稿了6篇《静女》教案 (粤教版高一必修一第四单元第14课)，以下是小编帮大家整理后的《静女》教案 (粤教版高一必修一第四单元第14课)，仅供参考，欢迎大家阅读。

篇1：《静女》教案 (粤教版高一必修一第四单元第14课)

《静女》教案 (粤教版高一必修一第四单元第14课)

一、教学目的要求

1. 了解《诗经》的基本知识，掌握文中重点文言字词。

2. 运用联想、想象的思维方式，培养学生的创新能力。

3. 通过《静女》的学习，掌握《诗经》比兴、重章叠句的艺术特色和顶真、双关的修辞方法。

4.体会、感受《静女》的感情基调：男女主人公纯真、热烈的爱情，初步学会鉴赏古体诗，领悟古体诗的情趣和艺术魅力。

5. 使学生了解我国古代人们对真挚爱情的向往，陶冶高尚的情操。

二、教学重点

1. 感受《静女》表现的感情以及所表达的爱情共性。

2. 指导学生运用正确的诵读方法，读出诗歌鲜明的节奏、优美的旋律。

三、教学难点

1.《诗经》的艺术特色。

2.《静女》人物艺术形象的把握。

四、教学媒体

多媒体课件。

五、教学课时

一课时。

六、教学过程

（一）导入新课

在我们的日常生活中，有三种主要的情感：亲情、友情和爱情。爱情，在不同的时代是有着不同的表现方式的。今天，我们就来学习一首有关爱情的古老诗歌--《静女》，看看这是一个怎样的爱情故事。

（二）温故知新--《诗经》

师：上课前，老师有叫同学们预习课文。那现在请同学们告诉老师《静女》是出自哪里的？

生：《诗经》。

师：我们以前就接触过《诗经》，现在一起来复习一下《诗经》的有关内容。

《诗经》是我国最早的一部诗歌选集。

内容分类：“风”、“雅”、“颂”三部分。

表现手法：赋（铺陈）、比（比喻）、兴（起兴）。

两者统称为“诗经六义”。

句式：四言为主       语言：双声叠韵

（三）整体感知

1. 请一位同学朗读课文并进行点评：朗读要注意节奏（二二式节奏，如：静女/其姝）、重音、情感。

2．矫正读音，播放课文录音。

3．全班齐读课文。

4.提示学生自学诗歌中的'文言字词。

（四）小组合作探究

孔子：“诗三百，一言以蔽之，曰：思无邪。”

朱熹说《邶风静女》是 “淫奔期会之诗” 。

思考：《静女》是“思无邪”还是“淫奔期会之诗”？(提示：可从主题、地点、人物、细节等方面进行探讨）

1.从主题、地点、人物进行探究

主题：约会

（“静女其姝，俟我于城隅”）

地点：城隅

（“俟我于城隅”）

人物：静女和“我”

2.从静女和“我”的形象进行探究

静女的形象：美丽文雅、聪明调皮（娴静可爱、顽皮活泼、小鸟依人）。

“我”的形象：憨厚、痴情（忠厚淳朴、文质彬彬）。

细节：

静女：“爱而不见”       天真调皮

“贻我彤管”      “自牧归荑”

以物示情（喜爱）

“我”：“搔首踟蹰”     憨厚痴情

“说怿女美”           “美人之贻”

爱人及物（喜爱）

3.小结

（1）活泼、浪漫是本诗的主旋律，奏出一曲动人的恋歌，反映出青年男女幽期秘约时的兴奋与喜悦！

（2）表现了存在于青年男女之间的健康的爱情。反映古代广大人民对自由婚姻和美好、幸福的爱情生活的追求与向往。

4.解疑

朱熹评论的立场：封建伦理道德

“存天理灭人欲”

“男女授受不亲”

要抑制人的一切出于自然需要的情感欲望。

（五）深入探讨

1.诗歌中有没有“赋、比、兴”手法的运用，请找出来并简要赏析。

（1）赋的手法。（第一节）                                                                             写得生动活泼，趣味盎然。

（2）比的手法。

“彤管”、“荑”。

荑。物微而意深，寄托着女子一片真情。

2.如果从人物描写的手法而言，你认为这首诗主要运用了哪些手法？

（1）细节描写。

“爱而不见”、“搔首踟蹰”

（2）心理描写。

一往情深和诚挚、痴迷之心。

3.这首诗的艺术特色是什么？

（1）人、物、情结合。（托物抒怀）

（2）重章复唱、双声叠韵的运用。

（3）巧选细节，心理活动细腻传神，风格朴实。

(六)总结全文

《静女》表现了健康纯真的爱情，它虽然没有成年人的坚贞和厚重，也没有中老年爱情历经沧桑之后的洗练与深沉，却以单纯、天真、无邪而永恒。

（七）作业布置

1.背诵《静女》。

2.完成课后练习。

3.有兴趣的同学可试着把《静女》改写成五言诗、七言诗、现代诗歌、歌词、小小说、小品等形式。

附录

板书设计：

静女

主题：约会

地点：城隅

人物：静女和“我”

静女：美丽文雅、聪明调皮  （娴静可爱、顽皮活泼、小鸟依人）

“我”：憨厚、痴情        （忠厚淳朴、文质彬彬）

何汝

篇2：《诗经》：氓、静女其姝(粤教版高一必修) 教案教学设计

《诗经》两首：氓、静女其姝(粤教版高一必修) 教案教学设计

教学目标：

1、知识与能力：了解《诗经》的文学价值，认识其表现形式，培养鉴赏能力。

2、过程与方法：运用朗读教学法。

3、情感态度与价值观：培养热爱祖国优秀文化的感情，吸收有益的成份。

教学重、难点：诗歌的艺术感染力。

教学过程：

一、整体把握

静女

这首民歌以一个青年男子的口吻叙写与情人幽会的情景。开篇先写了少女的羞怯与顽皮，男子的急切与热烈。接着写少女赠送爱情的礼物--从牧场上采来的茅草。最后直抒胸臆：茅草之所以非常珍贵，是因为它是心上人为我采来的。

这首民歌运用通俗明白的口头语言和对比烘托的手法，生动地再现了远古时期青年男女密约幽会的爱情生活。感情真率，纯朴自然。

氓

1.故事和人物

这是一首叙事诗，它以一个女子自述的口吻，讲述了她自己的婚恋悲剧。诗的一开头从两人定情写起，“匪来贸丝，来即我谋”，口气活泼俏皮，见出女主人公率真直爽的个性。“送子涉淇……秋以为期”，写她虽然责怪“氓”没有请媒人来正式提亲，没有立即答应“氓”的求婚，可是面对生气恼火的“氓”，她情意绵绵地一路相送，并温柔地劝慰他，最终答应秋天办婚事。这几句表现了她是一个温柔而有主见的女子。从诗的最后一章里的“总角之宴，言笑宴宴”来看，两人小时候是邻居，关系很融洽，后来由于某种原因，两人的家离得比较远。因此，两人之间是有深厚的感情基础的，“氓”贸然来求婚并不冒失，女子答应了他也不是出于轻信。

两人关系明确后，女子开始享受甜蜜(有时候带点苦味)的恋爱生活。“不见复关……载笑载言”写出了女子对爱人的深挚依恋。“尔卜尔筮……以我贿迁”写两人很顺利地结婚了。

“桑之未落……不可说也”是议论性的诗句，它暂时中断叙事，却又隐隐暗示了接下来故事的走向。“吁嗟鸠兮……无与士耽”连用两个感叹句，语调激切，以警醒、提示的口吻劝告所有的女性；“士之耽兮……不可说也”，语气舒缓下来，流露出女主人公的无奈和无助，令人同情。

“桑之落矣，其黄而陨”两句，透过桑叶衰败的景象让人预感到不如意的事情终究发生了。第四、五两章总括婚后生活状况，并表明两人关系破裂的原因在“氓”。雪上加霜的是，女子的兄弟不但不同情她，反而笑话她，她只能自己伤心!回忆至此，女主人公的心情低落到极点。

最后一章表明女子决绝的态度。回想幼年时的欢乐、恋爱时的盟誓、婚后的变卦，怨愤、留恋、痛苦等复杂情绪一时都涌上心头，但她已经对“氓”彻底失去了信心，只有干脆明了地说算了吧!这种处理方式表现出女子的清醒与坚强。

2.叙事、抒情、议论熔为一炉

全诗以叙事为主，不过，女主人公在回忆中的感情变化不时打断叙事，加入一些感慨和议论。例如，当她讲到两人由恋爱到结婚时，就中止叙述，用形象的比喻劝告女性不要过于相信男子的爱情，表现了她后悔、痛苦的心情。第四章讲到婚后男子行为蜕变的时候，她怨愤地骂道：“士也罔极，二三其德。”最后一章则全是女子的感情表白，抒情性强。

二、问题探究

1.《氓》中哪些诗句是比兴句？好处是什么？

“桑之未落，其叶沃若。吁嗟鸠兮!无食桑葚”及“桑之落矣，其黄而陨”是比兴句。这两处使用比兴手法的好处有：

结构上：①在叙事中插入比兴句，使叙事暂时中断，这样就避免了叙事的平铺直叙，一览无余；②所插入的比兴句在内容上又起了暗示作用，读者能从中意识到女子的婚后生活并不美满，因此，叙事的线索似断实连；③诗的前半部分写婚前，后半部分写婚后，中间的比兴起过渡作用。

内容上：①比兴句唤起人丰富的联想。“桑之未落，其叶沃若”和“桑之落矣，其黄而陨”，一般认为它们分别比拟女子容颜的润泽和衰老，并相应地推测女子年长色衰是“氓”变心的重要原因。不过，也不妨理解得宽泛些，比如，“桑之未落，其叶沃若”给人以生机勃勃的感觉，如同女主人公和“氓”之间情意浓密时；“桑之落矣，其黄而陨”的景象，则如同两人感情枯竭时。②用女子很熟悉的桑树作比，与女主人公劳动女性的身份非常切合(从“抱布贸丝”一句来看，她养蚕做丝)，富于生活气息，同时还暗示了她的勤劳。

2.“昔我往矣，杨柳依依；今我来思，雨雪霏霏”为什么一直备受人们的赞赏？

这四句诗里含有两个典型画面，一是春天里微风轻吹，柳枝飘拂的画面，一是寒冬时节雪花纷飞的画面，抒情主人公的感情就蕴涵在这两个画面中，而没有明说出来。这样，以景写情，情景交融，显得既富于形象性，又含而不露，耐人寻味，给读者的欣赏活动创造了很大的空间。

清人王夫之在《姜斋诗话》里这样评价这四句诗：“以乐景写哀，以哀景写乐，一倍增其哀乐。”也就是说当初离家出征的时候，心里是悲伤的，却用杨柳春风这样的明媚春光来反衬；如今走在回家的路上，心里是高兴的，却用大雪纷飞这样的严寒景象来反衬。王夫之认为走在回乡路上的士卒心里是“乐”的，这种理解未必正确。这位士卒一直非常牵挂家里，心里非常痛苦，当他终于能够结束服役回家的时候，他的心里不只是单纯的高兴，而是百感交集。他希望马上能回到家中，与家人团聚，而同时又会不由自主地担心家里发生什么不好的事情，因为自己离开家已经很久了。因此，从这个角度看，“杨柳依依”和“雨雪霏霏”的对比给他一种不胜今昔之感，正符合此时他复杂的感情。

三、有关资料：

<一>、《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，“六诗”又叫做“六义”。对这两个名词历来有各种不同的解释。其中，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。

《诗经》中的“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。“风”又分为周南、召南、邶、、卫、王、郑、齐、魏、唐、秦、陈、桧、曹、豳等15国风，共160篇。“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，用于贵族宴享。“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。《诗经》各部分的产生时间，一般认为“周颂”和“大雅”的大部分产生于西周前期，“小雅”的大部分和“大雅”的一部分产生于西周后期和周室东迁之初，“国风”中除有一些西周时期的作品外，多数篇章以及“鲁颂”“商颂”的全部都产生于春秋时期。就具体篇章说，产生年代最早的是《大雅》中的《生民》《公刘》等，它们是周的早期史诗，其原始形态在武王伐纣之前可能就已存在。产生年代最晚的是《陈风株林》，内容是讽刺陈灵公的，当作于鲁宣公十年(前5)之前。

<二>、《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。

《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。

(选自《中国大百科全书中国文学》，中国大百科全书出版社版)

<三>、《氓》浅析

《氓》是《诗经》中一首带有叙事性质的抒情长诗。作品通过一位被损害、被遗弃的妇女的自述，描写了她不幸的婚姻生活，反映了在封建社会夫妇间所常见的具有代表性和普遍性的事件。诗中女主人公无可告示、无处申诉的哀苦、难言的悔恨和决绝的心志，至今读来仍使我们深为感动。

全诗共分六章，每章十句，全部以女主人公自叙的口吻写成。

第一、二章是女子追忆当年恋爱、结婚的经过。诗歌开篇便推出一位男子的形象，“氓之蚩蚩，抱布贸丝，匪来贸丝，来即我谋”。“氓”是对一般男子的称呼，诗中“抱布贸丝”的氓，看来是一位做贩丝生意的小商人。“蚩蚩”可解作“敦厚之貌”(《毛传》)或“殷厚之貌”(《后汉书崔S传》)。需要说明的是，现今一些注释认为“氓”是对诗中男子的鄙称(顾栋高说)；改“蚩蚩”为“嗤嗤”，释作戏笑之貌(马瑞辰说)，译成嬉皮笑脸。这样解释我以为略有不妥：“氓”来向女子求婚，他当时的容貌并没有给对方造成轻浮、谄媚的印象，而正相反，他略带痴憨的外表却取得了女子的信任。女主人公在回忆初恋情景时没有否认这一点，这在下文也可以进一步证明。“送子涉淇，至于顿丘。匪我愆期，子无良媒。将子无怒，秋以为期。”在相送的'路上，女子应允了“氓”的求婚，并且约定了婚期。从她宽慰男子的话语中，可以推知“氓”曾急切地要求立即成婚，以至一度愠怒，而女子轻信了他的“热情”。“乘彼垣，以望复关。不见复关，泣涕涟涟。既见复关，载笑载言。”诗句所表现的处在热恋中的女子的心情是显而易见的，女主人公每每痴情地登上围墙，伫立远望，她焦灼不安地盼望着与男子见面，等待着婚期的到来。此处的“复关”，犹言重关(用王先谦说，见《诗三家义集疏》)，当指“氓”所居住的地方，这里诗句以地名代指人。“氓”终于来了，女子欢天喜地地迎接他，“尔卜尔筮，体无咎言。以尔车来，以我贿迁”。既然卜龟算卦都是吉兆，女子就带着她的财物，坐上男子的车和他一起去了。

朱熹称此两章：“赋也”，即“敷陈其事而直言之”。诗人是采用了直接铺陈的叙事手法，而同时我们又在女主人公的叙说中明显地感到她深深的懊悔之情，她懊悔自己的沉溺于爱情，懊悔婚事的简单而仓促。第三、四章转为抒情，她以追悔的口吻发出悲伤的感叹。

“桑之未落，其叶沃若。于嗟鸠兮，无食桑葚!”女主人公以桑树的繁茂，比喻男女未成婚时情意的浓厚，以斑鸠贪食桑葚比喻自己的自陷情网。她在婚后不幸的境遇中，痛切地感到男女在爱情生活上的不平等，她向广大的姐妹们发出呼喊，告诫她们千万不要重蹈自己的覆辙：“于嗟女兮，无与士耽!士之耽兮，犹可说也；女之耽兮，不可说也!”第四章首句仍以桑树作比，“桑之落矣，其黄而陨”，女子以桑树的日渐凋零比喻夫妻情意的淡漠。“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!”婚后多年的生活是贫困的，但女子并未因贫穷而有丝毫动摇和改变，对于男子的“贰其行”，她禁不住大声斥责：“士也罔极，二三其德!”诗句中的“三岁”，泛指多年，并非实数。“淇水汤汤，渐车帷裳”历来有两种解释：《毛诗正义》据郑笺释为“言己虽知汝贫，犹尚冒此深水渐车之难而来，明己专心于汝”；另一说认为此指女子被休弃后渡淇水而归的情形。根据前后诗句语气的连贯，我们以为用第一说较为妥当，女子自诉婚后的贫苦生活，想到当初毅然渡淇水而来，至今自己没有做过一件对不起男子的事，而他却三心二意，因此好不怨恨。至于女子是否已被休弃归家，这只能是推测。

三、四两章中，无论是女主人公从切身的沉痛教训中发出的带有哲理的慨叹，还是她对丈夫的怨恨和斥责，都充分地反映出封建社会中妇女所处的卑下地位和普遍遭受到的不平等境遇。

“三岁为妇，靡室劳矣，夙兴夜寐，靡有朝矣。”第五章开头四句简要地概括了她多年来的劳苦生活，她任劳任怨地承受着家庭给予她的重担。可是丈夫不但不体谅她，反而“言既遂矣，至于暴矣”，成家立业、占有女人的目的都达到了，他就开始粗暴地虐待她。回娘家只有遭到弟兄们的嘲笑。女子“静言思之，躬自悼矣”。最后一章女主人公在无法排解的悲伤中表示了自己决绝的态度。“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!”许多注本据“总角之宴，言笑晏晏”一句推想这女子未成年时即与“氓”相识，但这毕竟是猜测。这几句我们认为亦可这样意译：“淇水有岸，隰也有畔，小孩子在一起玩，说说笑笑自然谁也不计较，堂堂男子发誓赌咒，想不到竟说了不算!他那些背信弃义的事我再也不想了，就这样算了吧!”

全诗为我们展示了两个鲜明的人物形象。一个是卑鄙的男子“氓”的形象。虽然这个小商人看起来很老实，但实际上却是个无感情、无信义、自私自利的坏家伙。他以虚假的热情欺骗了淳朴的少女，用谎誓空咒赢得了女子的信任，女人对他来说是劳动力和满足私欲的工具，一旦骗取到手，便露出了卑劣、凶暴的本相。诗中的女主人公是一位善良、热情的劳动妇女的形象。她勤劳、淳朴、不畏贫苦，与“氓”结婚后，真诚地把幸福的希望寄托在“氓”身上。然而婚后丈夫对她日甚一日的暴虐和欺侮，使她“及尔偕老”的愿望完全破灭了，她由忍耐、不平而转为怨恨，终于发出痛楚的呼喊。诗中表露的她的怨恨更多于悲伤。使我们看到封建社会中妇女所受的压迫和欺凌。

在《诗经》中可视为《氓》的“姊妹篇”的是《邶风谷风》。《谷风》的女主人公也是一位被遗弃的女子，不同的是她对喜新厌旧、已经另娶新人的男子仍抱以极大的希望。她对亲手操持起来的家怀有深厚的感情，当想到自己在这个家中已无一席之地时，她痛苦万状。“黾勉同心，不宜有怒”，“德音莫违，及尔偕死”，她悲戚的哭诉和哀求与《氓》的女主人公相比显然是过于凄怆而柔弱了。自然，无论是怨恨还是希求，对于强横的夫权加在她们身上的重压说来，她们都是永远备受蹂躏的弱者。

千百年来，《氓》的诗意一直受到严重歪曲。《诗序》曰：“氓，刺时也。宣公之时，礼义消亡，淫风大行，男女无别，遂相奔诱。华落色衰，复相弃背。或乃困而自悔，丧其妃耦。故序其事，以风焉。美反正，刺淫佚也。”卫宣公确是个荒淫无耻的国君(可参看《左传》桓公十六年的记载)，但是当时民风如何，《氓》是否为此时之作，完全是汉人的臆断。为维护封建婚姻礼制，历代牵强附会之说甚多。《诗集传》斥诗中女子为“淫妇”：“此淫妇为人所弃，而自叙其事以道其悔恨之意也。”把有伤风化的种种根源归罪于妇女的淫乱，这也是封建统治者惯用的做法。

在艺术表现手法方面，《氓》亦有着突出的特点，为后代诗歌创作提供了借鉴。全诗是以女主人公自述的形式写成的，诗人成功地运用了边叙事边抒情的手法，在叙事中抒情，又在感情的抒发中将人物的身世、遭遇徐徐道出，两者有机地融合，对于充分表现弃妇又怨又恨、又要完全忘却，又无法摆脱的复杂、矛盾的心理是再恰当不过了。这一手法不仅为后代许多类似题材的诗歌创作所继承，并对我国叙事诗歌的发展产生了重要的影响。

篇3：粤教版高中语文必修一第7课留取丹心照汗青(粤教版高一必修) 教案教学设计

粤教版高中语文必修一第7课留取丹心照汗青(粤教版高一必修) 教案教学设计

一、作者：

卞(bian)毓(yù)方，当代作家，记者。

二、人物介绍：

文天祥（1236--1283），原名云孙，字宋瑞，又字履善，号文山。吉州庐陵（今吉安市）。南宋杰出的民族英雄和爱国诗人

三、词语：

怦（pēng）然 凛（lǐn）凛而去 挽狂澜于既倒，扶大厦之将倾 独柱擎（qíng）天 煌煌（huáng）笔墨 云愁雾惨 颠簸（bǒ） 黄钟大吕 舍身取义 刀光剑影戕（qiāng）灭 衢（qú）州 迫不及待 葵藿（huò） 秽（huì）土 精神侏儒 摇唇鼓舌 聒（guō）噪不已 戟（jǐ）指 厚脸昧心 李煜（yù） 辚辚（lín）绝尘一代枭（xiāo）雄 趾高气扬 衣单形瘦 雍（yōng）容 戏谑（xuè） 恼羞成怒 撒手锏（jiǎn） 箴言（zhēn） 缧绁（léixiè） 孛（bèi或bó）罗乱髭（zī）倒竖 拽（zhuài） 博学宏词科 诘（jié）难 歇斯底里 黔（qián）驴技穷 孤注一掷 *佞（nìng） 攘（rǎng）袂(mèi) 心旌（jīng）嵇（jī）绍 祖逖（tì） 颜杲（gǎo）卿 擦拭 笔走龙蛇 摧枯拉朽

※补充词解:

怦然:形容心跳的样子。

凛凛：严肃，严厉

挽狂澜于既倒，扶大厦之将倾：比喻竭力挽回危险的局势。

独柱擎天： 比喻独力支撑起大局。

煌煌：明亮。

舍身取义：为正义而牺牲生命。

刀光剑影：形容激烈的厮杀、搏斗。

秽土：肮脏的土。

精神侏儒：指精神上苍白、猥琐的人。

戟指 ：直指的意思。

绝尘：完全没有了尘土，形容走远了。

一代枭雄：某个时代中强横而有野心的人物（或智勇杰出的人物；或魁首）

雍容：文雅大方、从容不迫的样子。

撒手锏：指旧小说中厮杀时出其不意地用锏投掷敌手的招数，比喻最关键的时刻使出最拿手的招数。

箴言：劝诫的话。

诘难：追问，责难。

歇斯底里：形容情绪异常激动，举止失常。

黔（qián）驴技穷 ：比喻有限的一点本领已经用完了。

孤注一掷：比喻在危急时把全部力量拿出来冒一次险。

*佞（nìng）：*邪谄媚的人。

心旌：心旗。

笔走龙蛇：比喻草书的笔势矫健生动。

摧枯拉朽：比喻腐朽势力很容易被打跨。

四、学生分段朗读课文。

五、研讨：

1、全文主要写了文天祥一生中哪一段？是按什么顺序写的？

--1279年被元兵所俘，1280年被押送至北京囚禁，在狱中写完《正气歌》。（1283年被元朝杀害）

按时间顺序。

2、概括每部分的大意。

--一、概述文天祥一生的伟大意义，介绍他被俘的情景。

二、写文天祥在狱中不畏敌人的威逼利诱，表现了他崇高的民族气节和“威武不能屈，富贵不能淫”的硬骨头精神。

三、写文天祥在狱中创作《正气歌》的情景，并给予高度的评价。

3、作者在第一部分认为，假如文天祥在被捕的时候就死去，毫无疑问，他是可以永生的了。但同时作者又说：“日月还要从他的生命摄取更多的光华;社会还要从他的精神吸收更多的钙质；盘古氏留下的那柄板斧，需要新的.磨刀石；长江和黄河，渴求更壮美的音符。一句话，他的使命还没有结束。”你认为文天祥未完成的使命是什么？

--在敌人的威逼引诱、软硬兼施下，表现中华民族“威武不能屈，富贵不能淫”的硬骨头精神和崇高的民族气节，作为杰出的榜样代代相传。

4、作者在第二部分里集中笔力写文天祥在各种考验面前的凛然正气。请结合文天祥的表现，说说下面的句子表现了作者怎样的认识。

①诱降决无刀光剑影，却能戕灭一个人的灵魂。

--名利引诱看起来比肉体折磨“美丽”得多，但它的杀伤力更厉害，因为它能直接毁灭人的灵魂。

②真的，你让葵藿如何跟狗尾巴草对话？你让铁石如何与秽土论坚？

--英雄与叛徒之间决无共同语言，只有尖锐的对立。

③在人类的发展史上，在权力的高地，往往是那些敌对派别的首领，也就是对峙的双峰，才更为了解，更为识得对方的价值。

--因为同在高位，在敌对中更能感受对手的份量。

5、作者说：“纵观世界文学史，最为悲壮、高亢的诗文，往往是在人生最激烈、惨痛的漩涡里分娩。因为写它的不是笔，是生命的孤注一掷。”请结合对《正气歌》的认识举出中国诗史上一些例子谈谈你的看法。

--参考50页倒数第一段。

如司马迁、屈原、曹植、诸葛亮、杜甫、陆游、辛弃疾、关汉卿、蒲松龄、曹雪芹、鲁迅、田间等。

六、练习：

1、抄写生字词。

2、抄写并翻译文中所引文天祥的诗句。

-

篇4：黄山记、巩乃斯的马、瓦尔登湖(粤教版高一必修三第一单元教学设计) 教案教

黄山记、巩乃斯的马、瓦尔登湖(粤教版高一必修三第一单元教学设计) 教案教学设计

粤教版必修（3）第一单元教学设计

1．黄山记   徐迟

教学目标：

1、知识和能力：了解本文独具匠心的构思谋篇的手法。

2、情感态度和价值观：了解本文简练巧妙、热情奔放、气势磅礴的语言特色。

3、过程和方法：诵读法。根据单元教学要求，指导诵读课文，领会本文瑰丽多姿、大气磅礴的语言特色和精致巧妙的布局特点。在理清游踪，了解黄山奇景的前提下，引导学生在欣赏活动中驰骋想象和联想。

教学重点：体会文中自然景物的描写与作者真挚感情的融合及本文布局谋篇的手法。

课时安排：两课时

第一课时

教学要点：整体感知课文内容。

教学过程：

一、导入：俗话说：“五岳归来不看山，黄山归来不看岳。”下面就让我们共同领略黄山的奇峻。（介绍黄山）

二、作者简介：徐迟（1914～1996）浙江省吴兴人。现代诗人、报告文学作家。原名徐商寿。他前期作品有诗集《二十岁人》，散文集《美文集》；解放后，写有特写集《我们这时代的人》、《庆功宴》，1978年写的报告文学集《哥德巴赫猜想》是献给全国科学大会的厚礼。

三、阅读理解：

（一）、同学们自读本文，并考虑如下问题：

1、课文四部分各写什么？

明确：第一部分想像大自然怎样创造形成黄山这处胜境，实质上介绍了黄山景物的特色：云海、奇松、温泉、飞瀑，写出黄山“奇、险”的特点。它是全文的总起。

第二部分分三阶段（史前，唐宋，元明清以后）写黄山的登山史。

第三部分着重按游踪写登天都峰的过程，与第二部分对比，形成古今、虚实相映，点明题旨：“属于少数人的幸福已属于多数人。”

第四部分写在黄山之巅所见黄山的四大景观：云海、苍松、日出、摄身光，和第一部分的“奇”紧扣。

2、填空：黄山的地理位置：______，成因______，范围：______、______这段介绍突出一个“______”字。

3、本文的主题

明确：黄山的自然风光是美丽的，而更美的是把仙境送给“人间”的人们！那些征服、改造大自然的攀登者、探索者！--这正是本文要写黄山石工、药农、气象工作者的寓意所在，是烘托主题的亮点。给我们展示黄山壮丽美景的同时，赞颂那些改造自然的“人”，从而表现对社会主义新时代的无限热爱之情。

（二）、本文的构思。

本文不像一般游记那样从登山写起，而是居高临下，从大自然如何安排黄山胜景这个角度起篇，写出黄山“奇、险”的特点。给第二部分埋下伏笔，也给“三、四”作铺垫；接着分三阶段（史前，唐宋，明清以后）写黄山的登山史，呼应第一部分黄山的“险”，为后文写今天黄山化险为夷作反衬（伏笔），表明时代不同，风景区已能为全民所享用；第三部分着重按游踪写登天都峰的过程，与第二部分对比，形成古今、虚实相映，点明题旨：“属于少数人的幸福已属于多数人。”最后，写在黄山之巅所见黄山的四大景观：云海、苍松、日出、摄身光，和第一部分的“奇”紧扣。

这四部分联系是很紧密的，全文采用总分结构的组织形式。借用书上的句子来概括：一、大自然安排胜境；二、不可攀登的黄山；三、幸福已属多数人；四、这是何等的公园！

（三）、第二、三两部分写登山的情况，它跟黄山的特点，以及表达主题的关系。

明确：分析：第二部分写几千年来，人们攀登黄山的简要历史，看似与写黄山的特点无关，实则是妙笔，几千年来很少有人登上黄山最高峰，是因为其险峻，这里侧面烘托黄山的险。第三部分写“我们”登山时的情况，正面直接写其“险”，同时，也处处与第二部分比较，以突出“换了人间”之意，表达了主题。

四、小结

第二课时

教学要点：

深入理解文意，欣赏本文在语言构思上的特点。

教学过程：

一、阅读第一部分，然后思考下面的问题。

1．作者为什么要用拟人的手法，把大自然作为主人来描写，它是怎样安排黄山的呢？

提示：这样安排比自己介绍要好。首先，由自己介绍显得一般化，把大自然作主人公来写就显得独辟蹊径，给读者耳目一新之感。其次，这样写更能突出黄山确是人间之仙境，是大自然“煞费心机”安排的。再次，便于以居高临下的气势、简练的笔触，把黄山的绝境和细微之处全都写到了。

2．对“云海”的描写用的是什么手法？

提示：采用侧面描写的手法，以山峰来衬托云海，使云海--黄山最有特色的景致的变幻莫测、令人神往的特点生动地表现出来。

二、第四部分承第一部分黄山景观的“奇”而来。可思考“奇”在何处。

提示：奇就奇在“变化无定”上，云海漂泊无定，景物瞬息万变，群峰时隐时现，忽而旭日东升，忽而倾盆大雨，从彩虹到神奇的摄身光，写尽黄山的险与奇，还有神秘感，又如写松树，“从峰顶俯视，它们如苔藓，披覆住岩石；从山腰仰视，它们如天女，亭亭而玉立。沿着岩壁折缝，一个个的走将出来，薄纱轻绸，露出的身段翩然起舞。”“排云亭前，好比一座繁忙的海港，……我多么想从这儿扬帆出海去。可是暗礁多，浪这样险恶，……”这些比喻，都把景色的奇异淋漓尽致地表现出来。

三、本文的语言特点：

1.总特点：色彩浓烈，语调抑扬顿挫，节奏鲜明，干脆利落，气势宏大，奔腾豪放。

2.本文多用短句和排偶句。

分析：本文多数单句、分句都极其简短，即使是一些比较复杂的长句，作者也顺应句子结构，将其分开成几段，以使其节奏明快，段落不分，采用类似骈体文的排偶句式，读来有一种奔腾直泻、不可阻遏的磅礴气势。

四、本文写作特色是什么？

分析：本文引证广泛，材料丰富，而文章结构却脉络分明，严谨有度。作者将丰富的材料分成几类，然后依据表现主题的需要，借抒情议论，把它们联缀成篇。

联想丰富是本文的突出特点。作者娴熟自如地交替运用这些联想方式，思绪飞扬，无所不至。

五、本文与其他游记写法有什么不同。

其一，开头落笔不凡。本文不像一般游记那样从登山写起，而是居高临下，从大自然如何安排黄山胜景这个角度起篇，气势磅礴。在介绍黄山概貌后，又写几千年来人们攀登黄山的历史，数千年中极少有人能攀上黄山之巅的史实，烘托了“险”字。在记游之前写了这样两段内容，是作者独具匠心之处。第一部分做为全文的总起，暗写“险”、“奇”二字；第二、三部分承“险”字展开，形成古今虚实相映之势。一二部分能引导读者从宇宙变迁、人类发展的宏观高度去认识黄山，能增加本文的大气磅礴的特色和深透的思想意义。

其二，写游山经过时作者突破了一般由近及远或由下而上地去写，作者选择最能突出黄山特色的几种景物重点描写。

五、小结

游记就是记游的概念，在记叙游览行程的过程中，穿插描写一些大景小景，再抒发一点感想情思。《黄山记》把握黄山奇秀的景观特色，以跳脱的思路，从宏观，从历史，从想像，从实际游历各个方面予以表现，贯穿其中的是作者面对黄山雄姿奇景所迸发的钦敬慕仰之情，从而跳出就山写山的局限，成就了一篇独出机杼的佳作。写作手法上《黄山记》把记游放到结构的第三部分，最后一部分写黄山奇景则难以看到具体的表示时空转换的词语，而文章开头则是从宏观的、历史的高度着笔，其写作顺序与传统的游记就相差甚远了。《黄山记》议论、抒情、记叙、描写融为一体。

由此可见：游记完全可以灵活地来写，把个人的独得之感与对景物特征的状写结合起来表现。形式可以多样，顺从时间、空间的自然推移顺序来写，固然可以，打破这种方式当然也可以。游记可以写活，写得令人大喜大悲，作为散文的一种，它一样需要一个“情”字统率，只是记游的对象固定，特征必须准确，结构文章的逻辑线轴要十分清晰。

2、巩乃斯的马   周涛

教学目的要求：

1、知识和能力：学习抓住典型场面进行描写以突出主题的写作手法。

2、情感态度和价值观：感受“巩乃斯的马”的可爱，体会作者追求自由的情感。

3、过程和方法：赏读法。

教学重点：对“马”的两个场面描写。

教学难点：“马”的精神和“人”的情感的合拍。

一、导入新课：

前面我们学习了徐迟写作的《黄山记》，对祖国大好河山有了新的认识。登山则情满于山，观海则意溢于海。我们今天要学习的是当代散文家周涛写作的《巩乃斯的马》。在小学，在初中，在其他的地方我们见到过描写马的诗文吗？谁能说说？

明确：有韩愈的《马说》、臧克家的《老马》，还有关羽的赤兔马、项羽的乌骓马、秦琼的黄骠马，有天马行空、马踏飞燕、龙马精神等等。

二、 研读课文：

1、课文写了什么？（抓内容）

学生速读课文，

明确：课文先通过对比写出自己爱马，再写马之所以可爱，最后写自己的联想和思考，照应开头。作者第一自然段写自己不理解不爱马的人，从反面表明自己爱马；第二段用牛、骆驼、毛驴和马对比，再一次表明马才是可爱的；第三段说自己见了巩乃斯的马后更加爱马，至此点题。接着作者用大力气描写了两个典型的场面：冬日雪夜骑马狂奔和夏天雨中群马奔腾。在描写骏马奔腾的场景的前后，作者总有一些议论和抒情的句子，来表现自己对马的理解和对生活的思考。在这两幅画面之间还写了一幅马的家族图，同样，作者也表达了自己对社会的担忧和思索。18、19两段则写的是有关马的联想与思考。

（学生找出“雪夜骑马狂奔”和“夏日群马奔腾”两个场面描写，思考其前后抒情议论的语句，在自己认为写得好的句子下面做出标志）

2、 怎样写的？（明结构）

<一>、全文可分为四部分：

①、③通过对比写出自己爱马 点明题意。

④、⑧冬日雪夜纵马狂奔 对自由的向往追求。

⑨、⑿马的家族图 对生存竞争的肯定、赞许

<二>、全部魅力

⒀ ⒄夏日雨中群马奔腾 对激情的肯定、对生命的赞赏

<三>、 ⒅ ⒇由马引出的联想和思考

<四>、（21）照应开头

3、 为什么要这样写？（学技巧）

文章第一自然段即亮出自己的态度而决不隐晦：一是认为不爱马的人是由于生气不足和对美的迟钝，二是认为他们是没有见过真正的马。这种写法先声夺人，很快就抓住了读者要了解真相的心理。为什么要这样说？真正的马又是怎么样的？

第二段第三段仍然不急于写马，而只是采取对比手法，将牛、骆驼、毛驴的形象、品性与马对照，突出马的不同于其他动物。至第三段结尾才将本文的写作对象亮出：“自古好马生塞北，在伊犁，在巩乃斯大草原，马作为茫茫天地之间的一种尤物，便呈现了它的全部魅力。”

作者是用三幅画来体现巩乃斯马的全部魅力的：

⑹ ⑺自然段写自己雪夜纵马狂奔：马能给人以勇气，给人以幻想，我感受到了自由的亲切和驾驭自己命运的能力。

⑼ ⑿自然段突出描写种公马形象，肯定了马的社会结构，表现了对现实人类社会的担忧。

⒁ ⒂两段描绘的夏日雨中群马狂奔的场面，是力量的展示，是生命的赞歌。生命的潮流在自然的鞭策下纵横驰骋，所有的外界的羁绊都不放在它们的眼里。它们自由，它们奔放。

作者这样就将对马的描写和自己对生命的思考有机地结合起来。对马的赞美和对自己追求自由的情感从而得到自然的流露。借助于特定的物来表现特定的情感，让读者在对物的感知过程中，自觉地理解文章主题，获得水到渠成的效果。

三、课后练习

1．课文第六自然段一连写了四个“笑”字，这反应了作者什么样的情感？

久在塞北，长期苦闷压抑而得到释放后的痛快舒畅。

2．在雪夜纵马狂奔后，马的“眼睛里仿佛充满了怜悯和抱怨，还有一点诧异……”“怜悯”什么？“抱怨”什么？“诧异”什么？

怜悯“我们”只能如此释放自己压抑的忧郁，

“抱怨”我们不能像马那样直面现实，积极进取。

“诧异”我们人类竟不如马！

3．课文第⒀自然段说“哦，巩乃斯的马，给了我一个多么完整的世界！凡是那时被取消的，你都重新又给予了我！”怎样理解这句话？作者从马的形象中找到了人的精神，在普通压抑的年代里隐秘而不屈地保持了个人的真诚感受，始终与精神麻木相对抗

3．瓦尔登湖   亨利梭罗

※ 教学目的:

1. 知识和能力：学习本文善于观察和细腻描写的语言特色。

2.情感态度和价值观：学习本文作者对大自然的热爱与珍惜和对宁静恬淡生活的追求。

3．过程和方法：讲读法。

※ 教学重点、难点:

1. 教学重点： 本文善于观察和细腻描写的`语言特色。

2. 教学难点：作者的生活态度。

※教学设想：

本课重在景色描写，较易理解。故在介绍作者、布置生字词以后，将全课内容设计为一套阅读练习题，由学生自读课文后独立完成，最后再由教师评讲，再阅读有关评价文章。这样作，是为了培养学生的自学能力和解题能力。

※ 教学时数:

两课时

※ 教学步骤:

一、作者及作品：

亨利梭罗（1817－1862），美国作家，诗人，自然主义者，改革家和哲学家。 18出生于康科德城，十六岁即进入美国著名学府哈佛大学就学。次年，大思想家爱默生到哈佛大学作了题为《美国学者》的演讲，宣扬先知先觉的智慧，而正是这一次演讲，给了梭罗以深刻的影响，改变了他的人生。

梭罗从哈佛大学毕业后，本来前程似锦，但他避开闹市，住到爱默生家中。在担任数年中学校长后，毅然决定以作诗和论述自然为终生事业。梭罗受超经验主义领袖爱默生影响很深。

1845年，28岁的梭罗撇开金钱的羁绊，在爱默生的林地中的瓦尔登湖畔自建一个小木屋，自耕自食两年有余。专业从事写作。本书即是他对两年林中生活所见所思所悟的记录。十年后，《瓦尔登湖》出版，但它不仅未能引起人们的重视，相反还遭到批评和讥讽。然而，随着时光的流逝，这本书的影响却越来越大，终而成为美国文学中的一本独特的、卓越的名著。

《瓦尔登湖》是一部寂寞、恬静、智慧的书，充满了对自然、社会和人生的深刻理解，表现出一个先觉者的超人智慧。梭罗在大学毕业后所写的第一篇日记中写道：“如果要孤独，我必须要逃避现在---我要我自己当心。在罗马皇帝的明镜大殿里我怎么能独特得起来呢？我宁可找一个阁楼。在那里是蜘蛛也不受干扰的，更不用打扫地板了，也用不到一堆堆地堆放柴火。”这样一种寻求孤独、在孤独中思索的观念贯穿了梭罗的一生。

《瓦尔登湖》不仅有独到的对生活感悟，对传统习俗的批判，而且有许多形象的描绘，优美细致，像湖水的澄澈透明、山林的茂密苍翠，思想与景境融合在一起，给人以美好的遐想和深沉的思考。读着这本书，顿时感到全身心地脱离了尘世的喧嚣和功利的羁绊，与自然融为一体，在自然中感悟人生，感悟哲理。

值得特别引起注意的是，这本书近年来在西方世界获得了前所未有的重视。严重的环境污染和社会矛盾，使人们不由得不向往那瓦尔登湖及其山林的清新的空气和澄澈的环境，而这样的环境，显然正是医治现代病的妙药良方。这恐怕正是《瓦尔登湖》所具有的价值和生命力的根本所在。

梭罗1862年因患肺病病逝，终年仅44岁，《瓦尔登湖》是他的第二本书。

二、生字词：

※ 生字：

深邃（suì）  终年不涸（hé）  俯瞰（kàn）  蜿蜒曲折  寒光熠熠（yì）

糅（róu）进    浮光耀金   晶莹清澈   一泓（hóng）湖水   凿（záo）水   陡峭

菖（chāng）蒲   水苔（tái） 璀（cuǐ）璨(càn)

※词解：

不足称道：不值得称赞。

罕有甚匹：极少有什么东西能跟它匹配。

了如指掌：形容对情况非常清楚，好像指着自己的手掌给人看。

三、集体朗读课文。

四、课堂自测：

1、本课划分层次有以下几种划法, 正确的为哪种?并写出各部分大意。

A．①/②③④⑤⑥/⑦   B.①/②③④/⑤⑥/⑦

C. ①②③④/⑤⑥⑦

2、根据第一段内容，画出瓦尔登湖及周围景物。

3、瓦尔登湖的主要特点是什么？请用书中的词来概括。

4、课文中说，瓦尔登湖同时具有两种颜色，这是哪两种？

5、哪一段文字详细描写了宁静的瓦尔登湖变化莫测的颜色？

6、为什么文中说瓦尔登湖湖水“很值得让米开朗琪罗去琢磨一番”？

7、作者写钓狗鱼这件事，是为了什么？

8、第六自然段的描写突出了瓦尔登湖的什么特色？请用此段中的一个词来概括。

9、哪处具体叙述瓦尔登湖“坚持着自身的纯洁”？

10、作者提及夏娃和亚当被逐出伊甸园一事，是为了突出什么？

11、把本课分别与《黄山记》和陶渊明的《归田园居》比较，说说三位作者对自然的态度有何不同？你更欣赏谁的态度？为什么？

五、教师讲评

参考答案：

1、答:  b。第一部分：总介瓦尔登湖及其特点。第二部分：描写瓦尔登湖湖水美丽多变的色彩。第三部分：描写瓦尔登湖湖水的清澈洁净。第四部分:从历史角度赞美瓦尔登湖美如钻石。

3、答：深邃，清澈。

5、答：第18页第9行－17行。

7、答：为了突出湖水的清澈。

8、答：清净无垢。

9、答：第7自然段。

10、答：从历史角度突出瓦尔登湖美如钻石。

11、答：《黄山记》:赞美大自然伟大无比的创造力。

《瓦尔登湖》：赞美大自然的美丽和洁静，安心思考。

《归田园居》：沉缅于大自然的美丽和宁静，逃避世俗。

六、辅助阅读：

《瓦尔登湖》的读法     杨灏

据说，诗人海子去山海关自杀时带着4本书，其中有一本是梭罗的《瓦尔登湖》，这和当年唐太宗李世民到死不放王羲之的《兰亭序》颇为相似。看来对好的东西还真有死都舍不得的人。《瓦尔登湖》是1854年出版的著作，在中国有好几种版本，已经流传50年了。《瓦尔登湖》至少影响了中国两代人。一本100多年前出版的书，在另一个国度里仍然让许多人痴迷。

我们从梭罗的研究专家哈丁的论述中或许可以获得一些信息，哈丁说：《瓦尔登湖》至少有五种读法：1.作为一部自然的书籍；2.作为一部自力更生、简单生活的指南；3.作为批评现代生活的一部讽刺作品；4.作为一部文学名著；5.作为一本神圣的书。

更多的人愿意把《瓦尔登湖》作为一部自力更生、简单生活的指南来读。因为梭罗经过实践发现，他能以28.12元来建立一个家，用0.27元来维持一周的生活。他以一年中6个星期的时间，去赚取足够一年的生活费用。剩余的46个星期，去做他喜欢做的事。因为如此《瓦尔登湖》在当时便具有了巨大的诱惑力，那几年里，梭罗的仿效者究竟有多少难以计数，他们引退林中，在瓦尔登湖畔建造茅舍，成为美国风行一时的时尚。更有趣的是梭罗曾在书中特地说：“我绝不希望有任何人采取我的生活方式?谁也说不清是勾引者的提醒还是先见者的劝说？

乔治艾略特在《西敏寺周报》上撰文指出：《瓦尔登湖》”深沉而敏感的抒情“是一本”超凡入圣“的好书。严重的污染使人们向往瓦尔登湖和山林的澄净和清新的空气。梭罗的《瓦尔登湖》便被整个世界阅读和怀念了。

在《瓦尔登湖》中有梭罗的题词：”我并不想为沮丧写一首颂歌/倒是想像在自己的栖所报晓的雄鸡/劲头十足地夸耀/哪怕只是为了提醒我的邻居“。这种夸耀其实就是为了引起人们的注意。梭罗不满当时的复杂生活，提出”人口膨胀“将导致”生活绝望“；他断言当时所谓之进步是不必要的，成功”常常是“失败”；他声言我们往往由于手段而搞不清目标，为了达成目的而误用了方法；甚至断言原始人的生活在某种情况下比现实快乐而完满。

哈丁提醒我们，可以把《瓦尔登湖》当作一种19世纪的《鲁滨逊飘流记》来阅读；并认为《瓦尔登湖》是现代美国散文最早的榜样；《瓦尔登湖》与其时代的作品，比如具有写作天赋的霍桑、梅尔维尔以及爱默生等人有截然不同之处，这种迥异之处具有20世纪散文的风格。梭罗深信如果人能专注于乐观，就能在人世间创造出一个美好的世界，而且他相信人类美好的未来。梭罗是一位彻底的超越论者，超越论者相信人有非凡的能力，用于在对与错之间做选择。不幸的是，目前的人类对内心的乐观需求变得冷酷无情，因此人类只有恢复那孩童们的天真无邪，才能在道德方面有所进展。把《瓦尔登湖》作为神圣的书来读的人，无疑关注了《瓦尔登湖》中人类灵性恢复这个主题。

感受《瓦尔登湖》    袁敏杰

阅读亨利梭罗的《瓦尔登湖》，仿佛置身于瓦尔登湖畔，为那美妙的湖光山色所陶醉。瓦尔登湖的四季风景、黎明傍晚、阳光雨丝、游船鱼虾、树木花草、飞鸟走兽，还有那个特立独行离群索居的年轻人的身影，以及他那宁静的心境，恬静的生活，智慧的思想，深深地感染着我。捧读《瓦尔登湖》，为梭罗那朴实美好的文笔，以及对大自然深入的观察与深刻的思考所折服；梭罗的平民意识、躬身耕种、采果垂钓的体验，俭朴的生活态度，让人深深感动。梭罗为我们营造了一种真实的“世外桃源”意境，但却比陶渊明笔下的“桃花源”博大、深刻、积极得多，让人体会到一股向上的精神，体悟到生命的意义，也对美与宁静、对人与大自然的关系有了一种真切而深切的体味。梭罗的一些议论实在精采睿智极了：“要是没有衣服，人们的相对身份还可以保持吗？这是一个有意思的问题。要是没有衣服，你能够准确地告诉我，文明人中谁是属于最高贵的阶层吗？”“许多国王疯狂地保留了大量经过仔细雕琢的石头，希望使自己永恒，假如他们用这些心思来雕琢自己的思想，又会如何？一件合乎理性的事情比高大的纪念碑更值得纪念。”读着这些闪烁着智慧火花的文字，灿烂的阳光一下豁亮了人的心灵。《瓦尔登湖》出版于1854年，是19世纪美国文学非小说著作中最受读者欢迎的书籍。女作家乔治艾略特称“《瓦尔登湖》是一本超凡入圣的好书，严重的污染使人们丧失了田园的宁静，所以梭罗的著作便被整个世界阅读和怀念。”

七、练习：

1、 结合旅游或休闲，描写一段自然景色。

2、 学习“点击链接”中第22~24页《浓妆浓抹总相宜》一文。

篇5：牛津译林高一unit 1 school life第四板块 单元演练(译林牛津版高一英语必修一教案教学设计)

I 单选

1. Mother is _____ supper and the rest of the family are sitting at the table _____ it.

A preparing, prepared B preparing, prepared for

C preparing for, preparing D prepared for, preparing for

2. Businessman as he is, his main goal is not only to _______ a profit(利润).

A. earn B. challenge C. introduce D. develop

3. In our town, wood can ___________ a fire.

A. be used to make B. be used to making

C. use to make D. used to making

4. I _______ your making desserts after lunchtime.

A. miss B. prepare C. donate D. regret

5. Joe Jones, the eldest of the eight children, had to ____ out of high school at the age of 16 to help his father on the farm.

A．leave B. drop C. fall D. go

6. The students at colleges or universities are making ______ for the coming new year.

A. many preparations B. much preparation C. preparation D. preparations

7. Although it was really a difficult task, he decided to try his best to_______ success.

A. challenge B. host C. approve D. achieve

8 The boss ______ company I worked in two years ago has _________ in solving such kind of problem.

A. whose; many experiences B. who; many experiences

C. whose; much experience D. which; much experience

9. I don’t like _______ you speak to her.

A. the way B. the way in that C. the way which D. the way of which

10. Which sentence is wrong?

A. The professor lives in the room whose windows face south.

B. Don’t enter the house its roof has been destroyed in the hurricane.(飓风)

C．We prefer the students who like challenging themselves.

D. I still remember the name of the village we visited last year.

11．Charlie Brown is a ______ boy ____ has a dog and there are many stories of a lot of ______ happens between them.

A. funny; who; fun B. fun; he; fun

C. funny; he; fun D. fun; who; funny

12. Dr. Kelly walked ______ to the window to watch ________ the short man shopping on the street.

A. close; closely B. closely; close

C. close; close D. closely; closely

13. Marie Curie paid no attention _____ the prize that she won because of her achievements in physics.

A. to B. of C. about D. from

14. ----- I would join a party tonight!

----- _____________!

A. For free B. Have fun

C. Good luck! D. Don’t come back too late!

15. I found the homework was not so heavy as ______ I _____ to get in my old school.

A. that; was used B. what; used C. which; used D. that; used

II 用所给词或短语的适当形式填空：

earn respect pay attention to inform… of… on doing…

make preparations donate …to… graduate from develop recent

1. I would achieve higher grades if I ____ more ___________ the rules and requirements.

2．After _________ university, he began to earn his living by editing programmes.

3．Things got so bad ________that he decided to go on a diet. recently

4. With hard work, she _________ into a great writer.

5. The works that Guo Moruo ___________ are being displayed in the assembly hall.

6. The sales manager asked his men to ______ him ____ everything about the sales in time.

7. He has never done enough __________for his examinations.

8.______________(hear) that familiar song, he couldn’t help dancing to the music.

9. Give my _______ to your mother, please.

10. He has spent all his ________, so he has to borrow from all of his friends to live through the rest days.

III 动词适当形式填空：

experience achieve challenge prepare broadcast introduce continue respect please regret

1．Have you _______ Yoga? It’s really ___________ to learn from that _________ teacher!

2. Mother is busy in the kitchen, ____________ for the dinner.

3．It’s really a _______ role for him

4. German is a _________ country, while China is a ________ country.

5．We're ___ to listen to her __ voice.

6．You can hear the programme __________ every Wednesday. Don’t miss it!

7. Let me ____ myself first, my name is Jason.

8. According to the weather report, the weather will _________ fine till this weekend..

9. The success of the experiment proves that we have made great ______________ in the study of computer.

10. To our _________, the Japanese never feel _________ for what they did in the second war.

IV 中译英

1．政府批准了新建筑计划.

2．我很高兴经历了一种不同的生活方式。

3. 因为每天花几个小时读英语，我的英语进步了很多。

4. 要放弃自己喜爱的科目很难。

5．我们很遗憾地通知大家，科学馆在下周四关闭。

V 完形填空：20

At first I couldn’t believe it! There were no 1 in rows; no bells rang; no one had to go to class. Although we all lived “in”, nobody made us go to bed at a certain time; there was no “lights out”.

The 2 thing was that practically all the students went to class, and very few people stayed up late at night. Only the new people stayed up or 3 class. The new ones always went wild 4 , but this never lasted long. The 5 took some getting used to. Our teachers treated us like 6 ; never did we have to 7 “stand up”, “sit down” , “speak out”. I don’t 8 one student who didn’t try his best.

The subjects were the same as those in 9 school, but what a difference in the approach! For example, in botany we had 10 classes in the spring or fall, but instead we 11 two gardens, a vegetable garden and a flower garden. 12 in winter we each studied a few 13 things about what we had grown. In math the students built three different kinds of storeroom-small ones 14 , but usable. They did this instead of having lessons in the classroom. They really had a 15 time too, designing everything, drawing the blueprints, 16 the angles and so on . I didn’t take math. I can’t stand it! Besides, I could do the basic things with numbers. That’s 17 .

18 I think I am a better person for having gone to the school. I can read and write as well as anyone else my age, and I can think better. That’s probably a real big 19 between the free school and regular school-the amount of 20 .

1. A. desks B. lights C. students D. buildings

2. A. sad B. last C. good D. strange

3. A. attended B. took C. missed D. studied

4. A. from then on B. just then C. once more D. just then

5. A. freedom B. habit C. time D. people

6. A. workers B. pupils C. gardeners D. grown-ups

7. A. understand B. study C. play D. say

8. A. hear from B. feel like C. think about D. know of

9. A. night B. regular C. small D. real

10. A. all B. short C. no D. indoor

11. A. planted B. studied C. drew D. toured

12. A. Still B. Then C. Yet D. Next

13. A. wild B. successful C. usual D. particular

14. A. as well B. after a while C. of course D. as a result

15. A. funny B. great C. convenient D. thoughtful

16. A. looking out B. taking out C. finding out D. figuring out

17. A. dull B. interesting C. enough D. dangerous

18. A. On the whole B. Once again C. Sooner or later D. After a while

19. A. problem B. chance C. difference D. change

20. A. reading B. gardening C. teaching D. thinking

VI 选词填空：15

experience immediately literature average extra drop poet generation on of with lucky help miss use title

It is not a new thing to ______ the way ____ life in other countries. Three years ago I came to England for further study. _____ landing at the airport, I couldn’t help ________ China! ______, my roommate, a girl who was interested in ________, was very ________ and helped me get ________ to the new life soon. Besides learning, we often went to attend a speech ______ “Shakespeare and his tragedies” in our ______ time.

VII 阅读理解 20%

( A )

Although there are no state controlled survival courses in Britain or the United States, there are various independent organizations offering similar activities.

Students can participate ( take part ) in outdoor training courses through university clubs and societies . Anyone can register ( 登记 ) with such groups, which then organize courses ,training and trips for all members .

One of the most popular outdoor training programmes in both the US and Britain, is Outward Bound ( 户外训练 ). It was founded in 1941 in Wales and attracts hundreds of thousands of adventurous types every year.

The courses are to broaden minds through experiences that build confidence, self-esteem ( 自尊 ) and character. As well as specialist courses such as canoeing, leadership skills and sailing, participants can take part in week long adventure training camps which include a host of sports and survival training education skills.

Michael Williams, an American student, took part in an Outward Bound course last year. He said: “We learned lots of first aid skills, lots of natural history, lots of environmental facts , and participated in a wildlife preservation ( protecting ) programme. Beyond that, my favorite skills learned were sailing and rock climbing.”

Courses can last up to 40 days and are open to anyone over the age of 14. Students must be in general good health, but do not need to be experienced in outdoor-sports. There is no selection process; everyone is welcome, although new participants are advised to pick a course matching their physical power.

Most of the British courses take place in the Beacons in Wales. Another similar organization is the UK Survival School, which includes courses on learning to live with the environment, sailing and winter survival. On a basic survival weekend students will learn how to get water and food, how to make fire and cook with it, to find and build a shelter, control survival life support, how to cross rivers, send off an SOS signal, and to use compasses by day and night.

According to the leaders, such adventures are “an awakening, an exploration into unknown.” Outward Bound believes that participants will “use mind and body traveling some of the earth’s roughest wildness areas.”

( )1. The advantage of the training courses is that _________ .

A. participants can make friends with others

B. participants can visit some places of interest

C. participants can experience different adventures

D. participants can learn how wonderful nature is

( )2. In the Outward Bound course last year , the most exciting experience Michael Williams had was _________ .

A. learning first aid skills B. collecting facts of environment

C. preserving wildlife D. rock climbing and sailing

( )3. What’s the writer’s purpose to write this passage?

A. To introduce the training course to readers.

B. To persuade readers to take part in the training courses.

C. To tell readers the danger of this training course.

D. To introduce the wonders of the world to readers.

( B )

Many Chinese students who have learnt English for more than ten years are still unable to speak English very well when they meet a foreigner. They seem to have mastered the basic language structure(结构), but a conversation in English will make them feel uneasy. They are afraid that other people might find out their mistakes.

It's uncommon that many students who are bad speakers of English can write English perfectly. This proves that they are unable to organize their idea in English. The center of the problem is that they lack practice and confidence (自信).

Why should you be afraid? Do you fear those foreigners with whom you are speaking? Don't be shy, they will not laugh at you just for a little mistake you make. The best way to get rid of trouble is to learn to speak by speaking more. I am sure that constant practice will help you succeed.

4. What's the best topic for the passage?

A. How to Speak to Foreigners

B. How to Study English Well

C. How to Organize the Idea in English

D. Practise Speaking English All the Time

5. Many Chinese students can write English very well, but they cannot speak English fluently because

A. they seldom meet foreigners

B. they seldom practise speaking English

C. they had no chance to speak English

D. they think it's enough to master the basic language structure only

6. So many Chinese students are afraid speak to foreigners because

A. they are afraid they can't understand foreigners

B. they don't think their English is poor

C. they worry about making mistakes in their speaking

D. they didn't tike speaking to foreigners

7. According to the passage, which of the following is NOT true?

A. We can speak English fluently by doing more speaking.

B. If you can write English perfectly, you are able to organize your idea in English.

C. If you can write good English composition, you can speak English very well.

D. Any Chinese students can't speak English fluently because they are afraid of making mistakes.

8. In the last paragraph, the expression “get rid of” means_______.

A. throw away B. free oneself from

C. give up D. do with

VIII 作文 10%

常州电视台今年八月将举办中学生才艺大赛。你校将组织学生参加，请你用英语写一篇广播通知。要点如下：

比赛时间：8月20日

报名时间：截止7月底

报名地点：学生会

注意：

①广播稿约100词。

②应包括以上要点，但不要逐字翻译，要组织成一篇通顺连贯的短文。

生词：才艺大赛 --- talent show 学生会--the Student Union

Key:

I 单选：

1~5 C A A A B 6~10 D D C A B 11~15 A A A B B

II用所给词或短语的适当形式填空：

1. paid… attention to

2. graduating from

3. recently

4. developed

5. donated to

6. inform…of

7. preparations

8. On hearing

9. respects

10. earnings

III 动词适当形式填空：

1. experienced; an experience; experienced

2. preparing

3. challenging

4. developed; developing

5. pleased; pleasing

6. broadcast/broadcasted

7. introduce

8. continue

9. achievements

10. regret; regretted

IV 中译英

1. The government approved the new building plans.

2. I am pleased to experience a different way of life.

3. My English improve a lot as I spent several hours reading English every day.

4. It’s hard to drop some subjects which you like.

5. We regret to inform you that Science Laboratory will be closed next Thursday.

V 完形填空：

1~5 ADCBA 6~10 DCDBC 11~15ABDCB 16`~20 DCACD

VI 选词填空：15

experience; of; On; missing; Luckily; literature; helpful; used; titled; extra

VII 阅读理解

1~3 C D A 4~8 DBCCA

VIII 作文

May I have your attention, please? I am happy to inform you that a High School Students’ Talent Show will be held in ChangZhou Television Station on August 20th. This is really a good chance to show your singing , dancing, hosting and different talents. If you would like to have a try, you’ll have to go to the Student Union to sign up before the end of July.

Thanks for your kind attention!

篇6：人教新课标必修1 Unit 5 Neslson Mandela 全单元教案(新课标版高一英语必修一教案教学设计)

Contents 目录

一、单元教学目标和要求(Teaching aims and demands)

二、教材内容分析（Analysis of the teaching materials）

三、教学安排(Teaching arrangements)

四、单元预习任务(Pre-unit Activities: Preview Task)

五、教学步骤 (Teaching procedures)

六、背景参考资料(Background knowledge)

七、评价与反思(Assessment and reflection)

临海市回浦中学 李珊珊 陈晓平余晶晶

一、教学目标和要求(Teaching aims and demands)

根据课程标准实验教材（英语 必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。

1． 语言知识 （Knowledge）

词汇（Vocabulary）：

能理解、内化、运用以下生词---- hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold，youth，league，stage，vote，position，accept，violence，equal，blanket，degree，guard，educated，terror，fear，cruelty，reward，right（n.），criminal，leader，president，sentence（v.），sincerely

短语(Phrases and expressions)：lose heart, in trouble ,worry about, out of work, Youth League, as a matter of fact, blow up, put ... in prison, come to power , set up , be sentenced to

功能(Functions)：学习掌握一些用于发表意见与评论的结构句式，如：

1． 发表意见 （Giving opinions）

Why do you think so? What do you think of ...? What's you opinion?

agree / don't agree．I think / don't think .... I prefer .... In my opinion .... I'm afraid ....

2． 评论 （Making comments）

Good idea! That's an excellent idea．

语法(Grammar)：定语从句（II）（由where, when, why, 介词+ which, 介词+ whom引导的定语从句）

The school where I studied only two years was three kilometres away．

This was a time when you had got to have a passbook to live in Johannesburg

The reason why I got a job was because of my hard work．

…we were put in a position in which we had either to accept we were less important, or fight the Government．

The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.

扩展词汇：

negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, Bible（圣经）, revolution（革命）, career（职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, Christianity（基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign（从事活动）, communist（共产主义者）, injustice（不公平）, oppose（反对）, pilot（飞行员）, boycott（联合抵制）。

2. 语言技能 (Skills)

听：在本单元的课文及练习册听力教学中， 能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。

说：在本单元的课文及练习讨论时， 能恰当使用I think/ I don’t think/ in my opinion/That’s an excellent idea等对英雄、伟人的品质恰当地发表意见，进行讨论。

读：能在阅读中使用不同的阅读策略，迅速地从阅读材料中获取主要信息，根据上下文线索预测故事发展，根据上下文猜测词义并通过不同渠道如报刊、音像、网络等了解更多伟人的情况。

写：能用恰当的语言简单地描述人物，并简单地表达自己的意见。

3. 学习策略(Strategy)：

1． 在听和读的训练中，学会借助情景和上下文猜测词义或推测段落大意，借助图表等非语言信息进行理解和表达。

2． 主动制定本单元学习计划，客观评价自己的学习效果，在课内外活动中积极用英语交流，有效地使用词典、图书馆、网络等媒体资源来获得更多的有关伟人的英语信息。

4. 情感态度和价值观（Affect and Values）

了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，并向他们学习，以提高自身素质，树立正确的人生观，学习他们在艰苦的环境下为人类做贡献、不追求享乐的高尚精神。同时也学会一分为二的态度客观看待事物。

二、教材内容分析（Analysis of the teaching materials）

本单元的中心话题是当代英雄纳尔逊曼德拉。故事的主题内容分成三个部分，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉。这样的写法虽然只能反映出曼德拉的一个侧面，但读起来却更为客观可信，使学生对曼德拉有初步的了解。第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。这有别于惯常采用的直叙手法，尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。为了让学生完成写作任务，教科书又提供了曼德拉的生平履历表，让学生对曼德拉有了一个更完整的认识。“热身”（Warming Up）部分要求小组讨论伟人应具有的品质，并通过一组问题让学生了解彼此的特点与看法。“读前”（Pre-reading）部分提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并判断他们中谁能称得上是伟大的人。“语言学习”（Learning about Language）部分突出了词汇和语法的学习与训练。本单元的语法是when, where, why, 介词+ which，介词+ whom引导的定语从句。“语言运用”（Using Language）部分中包括了听、读、写三个部分的内容，是本单元主要阅读篇章故事的延续。学生可从中了解南非黑人当时的生活状况以及他们不平等的社会地位，发现曼德拉的伟大之处。该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。其中“写作”（Writing）部分是训练学生选取和组织材料，写出具有说服力的书信。练习册的写作要求学生学写有关伟人或名人的生平。“学习建议”（Learning Tip）指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论，以学会正确地评价人物。

三、教学安排(Teaching arrangements)

Period 1: Reading I (Elias’ story +the rest of Elias’ story)

Period 2: Reading II (review +listening (sb)+language points)

Period 3: More language input (reading task (wb) + listening (wb))

Period 4: Language Practicing (grammar)

Period 5: Writing

本教学安排根据“LARA教学原则”，对教材进行大胆的删除（L – leave out）、修补（A – Amending）、替换（R – Replace）、增添（A – Add），灵活的将教材为我所用。新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统；注意培养创新精神，提高实践能力。但新教材也应与学生的实际相结合，我们不能全盘照搬。同时在教学过程中，为了对教学有及时的反馈和有效的改进，我们还进行了“形成性评价”,体现了学生的主体地位。

本单元的语言技能和语言知识几乎都围绕“当代英雄”这一中心话题设计的。我们根据本单元实际情况对教材的课时安排作了一些调整，尤其是学生用书(Student’s Book)和作业本(Workbook)有机结合。

根据本单元的教材的特点，按照任务型教学与大容量输入与输出的教学理念，整个单元的设计思路如下：输入“英雄”的概念，先是学生的自由讨论，更通过曼德拉的事迹向学生展示何为当代伟人，以及伟人所要具备的一些品质。在这基础上，第二步要学生辨别伟人与名人的不同，以及体会一分为二的辩证唯物主义。最后我们回到生活中，生活中也有不少平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的英雄，伟人。由此我们从书本回归到生活，也成功升华，延伸了英雄的概念。通过学习语言点、语法还有写作，学生在内化吸收了知识后，进行了输出。

第一课时是人物传记式的阅读课，但是文章的写作角度比较特别，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉，这样的写法比较客观可信。伊莱亚斯的故事与遭遇同时也成为本文与本课的一条贯穿总线。课文有关中心话题的有三个部分，第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。考虑到故事发展与情节展开的连续性与关联性以及课堂时间，在这个课时，把第一篇阅读短文与第三篇阅读短文整合起来完成，听力则放在第二课时。首先我们以一首英文经典歌曲 “hero”作为课前的英语氛围的营造与课内的导入，以老师问学生答的有效互动形式自由谈论他们所喜爱的hero并说明理由，提高了“说”的能力。然后是Workbook “talking”部分的四幅人物图像的呈现，以图片展示的形式激励学生用英语进行语言实践活动，然后归纳出英雄的一个模糊标准，为课文学习做好铺垫。之后正式人物曼德拉的登场，进入主题伊莱亚斯眼中的曼德拉。快速阅读部分训练学生的快速阅读能力并让学生对文章的梗概有所了解，对中心人物与背景有一定的印象。在细读过程中，根据课文的内容，问题设计以伊莱亚斯的人生发展为贯穿总线，同时以曼德拉给予他的影响为副线，环环相扣，层层递进，检查学生对文章的理解程度。在学生掌握课文内容并有了一定量的信息输入之后，给学生创造情境，让学生将所学的知识真实地运用到情境交际中，达到巩固知识与信息输出的目的。在此，依据学生的认知水平，我们设计两个不同难度系数的任务。任务1：Suppose you were Nelson Mandela or Nelson Mandela’s wife, would you like to tell us something impressive? 这里我们希望学生从伊莱亚斯外的角度来述说事情的发展过程，与文章的写作手法呼应，并巩固所学知识。任务2：四人小组活动，一个导游与三个游客之间的交流活动。相对任务1，任务2情境更加生动，更加开拓思维，能够把交际实践与阅读有机结合起来并培养了学生的合作精神。作业的布置一个是让学生在复习课文的同时找出好词好句，另一个是让他们以四人为一个小组，课外用各种媒体工具去找有关曼德拉更多的资料，也是为下节课做准备。

第二课时是第一课时阅读的巩固，延伸，升华。先通过对错问答检测对课文内容的熟悉程度，然后通过寻找好词好句来呈现词汇与表达，并通过短文填空对词汇进行运用与内化。

巩固了上一堂课的内容，进入延伸部分--一篇听力短文：伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。为了让学生进入听的状态，先为学生营造语境，由熟悉的passbook引出话题，通过问题的形式先让学生预测当时的情景，这样能激发学生用英语进行实践活动并为听力作好准备，然后再自然过渡到听力部分。这样学生在听的时候就有个心理准备，作好了铺垫。到此关于曼德拉的故事基本接近尾声，那么我们可以从中学习到什么呢？学生在这个环节进一步熟悉并巩固了课文。开放式讨论后，我们把目光从曼德拉身上投到其他伟人那里，在这里我们有选择的利用了课文pre-reading部分的四位伟人的图片，讨论四个不同领域的伟人后，思考“What qualities do you think are needed to make a great person?”至此我们总结了伟人应具备的一些品质和所拥有的共同点。那么，这些优秀品质里，你最欣赏哪些？你身边有拥有这样品质的人吗？又是怎么体现的呢？这个讨论把书本与我们的生活又结合起来，让学生明白拥有这些品质并不是伟人所特有的，通过树立正确的人生观，提高自我素质，我们也可以做的到。作业的布置是让学生收集更多伟人的事迹，复习的同时并预习好练习册里的阅读。构建知识框架，形成完整的知识系统性。

第三课时的安排是作为整个单元阅读的一个升华。在上一堂课里应用了课文Pre-reading的一部分，明白了伟人应具备的一些品质，但是我们还遗留了一个问题：是不是名人就是伟人呢？综观这个单元的素材，发现练习册中的阅读部分非常适合这个环节，因此这里我们用比尔.盖茨这个同样具有争议的人代替Pre-reading中的阿姆斯特朗，至此对Pre-reading进行了拆分，并与阅读有机组合在一起。首先老师以问题“As we know, most of the great people are also important and famous, but are important people the great ones?”进行过渡与引起注意。然后导入比尔.盖茨的图片，先在没有任何输入的状态下，让学生用已学的表达方式来表达他们对这个人物的看法，操练巩固 “Expressing ideas”的语言功能，其实这也是大脑风暴的热身过程。之后，依次呈现两篇基于不同立场与角度的有关比尔.盖茨文章，利用阅读技巧搜索有用信息后，形成表格进行对比，再让学生debate whether he is a great man, 这里让学生能有条理地表达个人的见解，培养他们独到的见解。老师最后总结出成为伟人的必备条件，而显然比尔.盖茨并不具备。第二环节是练习册中的 “Listening task”, 从上一环节学生对比尔.盖茨的不同看法上升到人们从不同角度看问题会产生不同的看法的理论高度。在训练听的能力的同时也锻炼辩证的思维能力。最后的环节也是本课时的高潮部分，首先以一段“感动中国”中洪战辉的事迹的影音视频进行导入，讨论他是不是感动大家，为什么？是不是符合了“great man”的定义？那么我们身边有没有类似的人呢？在这里，“great man” 的定义得到了延伸与扩展，生活中那些平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的“great man”。作业是让学生写一个计划，考虑怎样才能进一步向心目中的“great man”的标准靠拢。这个作业的布置是人性化的，具有弹性的，开拓了学生的发散性思维，同时也是对学生自身品质的一次自我审查。

第四课时本课时的重点是语法定语从句的关系副词（when, where, why）和介词+关系代词。因为在第四单元已经对定语从句有了基本的了解，所以在这里我们要做的是遵循学生的认知规律，难度适中，循序渐进的进行语法的教学，加深理解，提高实际运用能力。首先以基于阅读课文的问答式引出课文中出现的四句很具有代表性的定语从句，复习了课文也引出了本单元的重点语言现象--定语从句。然后展示一个有关定语从句的Flash动画，形象生动，活跃气氛。接下来通过一组练习来同时复习一下上个单元的语法项--关系代词，起到承上启下的作用。再导入两个例句1. We were put in a position in which we had either to accept we were less important, or fight the government．2. The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.让学生观察这两个句子与其他句子的不同，并通过一组练习，让学生知道介词是怎么产生的和怎么挑选合适的介词。那么怎么解决这三个关系副词呢？根据学生的认知规律，我们设计了三个句子为一组，分别体现which----at/ in /on which----when; which----in which----where; which----for which----why 的演变过程。接下来进行有针对性的练习操练，练习的设计也是从易到难循序渐进，先是连线题，再是补充定语从句部分，最后的练习是用定语从句把两个单句组成一句话，让学生的学习能力阶梯式的加强。学习的最终目的是输出，也是应用于交际中，所以本课时的最后给学生设计了一个输出的任务--四人一组活动，应用定语从句，谈谈你生活中的五件印象最深刻的事情，人物，地点，时间等。这个活动贴近学生的生活实际，内容丰富，让学生有话可讲。作业布置：1.把最后一个活动再继续深化，编为一篇短文。2. 完成课本里大量丰富的相关练习，此时是学生巩固的最好机会。

第五课时是写作课，响应新课程对写作的重视，我们特别在本学期强调了写作的教学。在本课时中，首先通过对上一堂课作业--定语从句短文的展示，既检查了作业，又巩固了语法，也过渡到人物写作这个中心话题。整堂课是按照作文的组成部分为线索展开的，先是关注写作里词汇的处理，注重选词对文章的印象，在这里我们充分利用了练习册第70页的这篇文章填空，在两个相似词汇之间的选择，让学生明白了措辞的重要性。之后，让学生回答在本单元习得的有用词汇，通过71页的翻译句子运用这些刚学的新词汇。如果说词汇是文章的血肉，那么结构与提纲就是骨架。回到70页的这篇数学家的介绍，通过师生问答，让学生归纳出这篇文章的提纲，然后给学生机会尝试写一个介绍曼德拉的提纲。因本单元中出现信的写作，为了把书本与练习册两个写作结合起来，我们设计了如下的任务：Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century, will you write a letter to support Nelson Mandela? 这样学生既实际练习了写信，也学会怎么介绍与描述一个人。最终我们期望学生能把新学的词汇、句型与语法运用到作文里面，把整个单元的学习很好地加以输出。

补充：考虑到每个学校每个班级教学与学生的差异，我们没有对语言点进行单独备课，但是给大家准备了 “Language supermarket”，里面资料详尽，供各位老师根据教学实际情况自由选择。

四、单元预习任务（Pre-unit Activities: Preview Task）

1、根据本单元教学目标和要求，了解本单元话题和任务，充分做好课前预习工作。

2、预习语言知识，包括词汇表里的词汇和扩展词汇，掌握词义、发音、词性以及其基本用法。鼓励学生勤查字典。

3、多渠道（如报刊、杂志、网络等等）查阅并了解与本单元话题有关的背景知识和材料。

推荐网址：

4、做好每课时的课前具体预习任务。

第一课时前：

1、根据教学目标和要求，了解本课时的话题和任务，预习课文的语言知识，包括词汇表里的词汇和短语，以及课外提供的扩展词汇，掌握词义、发音、词性以及基本用法。鼓励学生勤查字典。

2、预习阅读材料，掌握文章的中心思想和基本脉络。

3、通过报刊、杂志、网络等途径，多渠道查阅并了解与阅读材料相关的信息资料和背景知识，做好充分的课前预习工作。

推荐网址：www.anc.org.za/people/mandela.html

www.microsoft.com/billgates/bio.asp

（学生可以通过以下问题来自我检查预习情况）

Questionnaire:

Q1: What qualities do you think you should have? And how can we improve ourselves?

Q2: Can you name some famous people? But are they great men?

Q3: How much do you know about South Africa and Nelson Mandela?

Q4: What’s the relationship between Nelson Mandela and Elias?

Q5: What can we learn from those great ones?

第二课时前：

1、复习阅读课文，预习所给的词汇、相关背景知识等材料。

2、预习课文Listening。

第三课时前：

1、预习所给的词汇，和相关知识。

2、预习练习册里的阅读与听力。

第四课时前：

1、预习语言点和语法点。

第五课时前：

1.、复习上一课时所学的语言点和语法。

2.、搜索有关曼德拉详细信息与写信的格式。

五、教学步骤 (Teaching procedures)

Period 1：Reading I

Teaching goals

1. To talk about people’s qualities and inspire the students to discover the value of the great man’s work.

2. To read on capable people’s life stories and know more information about Nelson Mandela.

3. Enable the students to express their ideas logically.

Procedures

Step 1. Warming up

(Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)

T: Well, for a beautiful song, do you know what it is about?

S :Hero

Q: Who is your hero/heroine?/ Who do you admire in your heart?

Ss: …

Q: Why?

S: …

Q: Do you think he is a great man?

S: …

Q: Does he do anything for others? / What contributions does he make to society?

S: …

(Show 4 pictures in talking part one by one)

Q: How about this person? Do you admire him? Is he another hero in your heart? What do you know about him?

(Give background knowledge)

Conclusion: Let Ss say: so a great man is a man_______________________________________.

(Show a picture of. Nelson Mandela)

Q: What do you know about him? Is he a great man? Why?

(Get into Brainstorming)

T: It seems you know Nelson Mandela a little. Do you want to know more about him? Let’s read the following story and see what Elias thinks of Nelson Mandela.

Step 2.Fast Reading

Q: What does he think of Nelson Mandela?

Why?

What happened between Elias and Nelson Mandela?

Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… .

Step 3 Careful reading

T: Here is your first impression about NM according to the Elias’ story. If you look through the story carefully, you’ ll find more. Ok, why not read these two passages and finish the following chart by answering these questions?

Q1: When and where was Elias born? What was he?

( 1940, born, black worker )

Q2: Was he educated? When? How long?

( 1946( six), educated, two years )

Q3: Why did he leave school so early?

( not continue the fee )

Q4: So what was the result? Could he get a job? What job? Was he happy then? Why?

( get, worried about, out of work, no passbook )

Q5.Who helped him? What did Nelson Mandela do at that time?

( Nelson Mandela, opened, advise )

Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life?

( get …)

Q7. What did Nelson Mandela organize? Why did he organize it? / What was the situation at that time?

( ANC, no vote, not choose )

Q8: Where did they live?

( poorest )

Q9: What did Nelson Mandela say?

( accept, fight )

Q10: How to attack the law?

( broke, peacefully )

Q11: But did they answer violence with violence? Why?

( answer with violence, not allowed )

Q12: Did Elias like violence? Did he join the ANC Youth League? Why?

( realize his dream, make equal )

Q13: So how did they do?

(blow up )

Q14: What would be the result if they were caught?

( be put in prison )

Q15: Later, he was put in prison. What is the prison? Why were they so afraid of hearing of its name?

( Robben island, not escaped )

Q16: It was the hardest time of his life, right? But at this moment who appeared? Did he help him? How?

( began, taught )

Q17: Did Elias study hard? How?

( under…make candles..)

Q18: As a result, he became a good student. Did he want to study further? Was he allowed to do that? What idea did Nelson Mandela think of?

( allowed… not stopped…)

Q19: Could Elias get the degree? Why did he feel good about himself?

（ not cleverer ）

Q20: Was Elias always staying in the prison? How long did he stay? Can he get a job? What job? Why?

( four, educated )

Q21: Could he do this job long? Why? So he lost the job. How long was he out of work? When did he find a job again? How?

(found out, twenty years, came to power, helped again )

Q22: Was Elias happy to accept this job? Did he give up this job? Why?

( bad, came back to , encourage, said,)

Q23: What did he think of this job now,? Why?

( am proud to…)

Q24: What’s the purpose of writing this story? How does the writer tell? How many parts was the whole story divided? / How many times did Nelson Mandela offer help to Elias?

Ss: The purpose of writing this story is to … . The writer tells…by….

Step4 Retelling

T: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elias’ wife, would you like to tell us something impressive?

Retelling (Choose one of them to retell )

1. Suppose you were Nelson Mandela, retell the story.

2. Suppose you were Elias’ wife, retell the story.

Step5. Role play (an interview )

T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’ turn to tell us some stories. One of you act as Elias, who is the tour guide on Robben Island. And the other three, you are tourists and you can ask questions that you want to know. Maybe these tips will help you!

How did you get to know Nelson Mandela?

What did he do to help you keep your job in a gold mine?

Can you explain to me some of Nelson Mandela’s political ideas or beliefs?

What was Nelson Mandela’s way of fighting? Why did he change to violence?

What was life like on Robben Island?

We know you couldn’t read or write, for you left school early, but now you can.

Where did you learn to read and write?

Why did you become a tour guide? What do you think of your present job?

(Let students come to the front to show their interview. Students can start the interview like this:

Tourist: How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine?)

Step6. Homework

1. Try to find out some useful expressions and phrases.

2. Work in four to find more information about Nelson Mandela.

附板书设计: （Blackboard Design）

The relationship between Elias and Nelson Mandela

Elias Mandela

black worker opened

educated, two years advise

out of work happiest get

no vote organize

not choose accept/fight

poorest join broke peaceful

blow up help

put in prison began

hardest taught

not allowed allowed…to

get a degree degree not stopped

feel good

Period 2：Reading II

Step 1.Lead-in

T: Do you still remember some details about what we learned yesterday? Now let me have a check.

Step 2. Review two readings

1. ( T or F )

1. Elias met Nelson Mandela at school. ( F )

2. Nelson Mandela was a black lawyer. ( T )

3. Nelson Mandela believed that black people were being treated as well as white people in South Africa. ( F )

4. Nelson Mandela thought violence was a good way to help black people. ( F )

5. Nelson Mandela helped Elias keep his job. ( T )

6. The government were happy with Nelson Mandela and the ANC. ( F )

2. Listening and learning about language points

(Discover useful words and expressions, and then complete the passage with some of the words above)

(go on, some time, feel hopeless, lose one’s job, brave man, in fact, be ready to, agree to take, go against a law, quiet and calm, be taken to prison, tell somebody what to do, what people do in a war, always doing new things, have some difficult problems, money paid for going to school, a yellow metal for making a ring, group of people organized for a special purpose)

T: Let’s listen to the whole story. Would you please find out the similar expressions in the text to the ones on the screen? Then complete the passage with some of the words.

When Elias lost his job and was__________, his wife was very unhappy. She knew this meant he was_________ when all she wanted was a _______ life with enough money every month. She tried to ______him not to fight the government as she thought it was better to _______ that in South Africa black people were not as important as white people. But he was willing to ________ the fight and help Nelson Mandela win equal rights for black people. For a ______ of time she felt helpless and_________, but Elias encouraged her with stories of how good life would be when white and black people worked and played together.

Step 3. Listening

T: We know, at that time, Elias was in a difficult situation and the background was very different from today’s. With what you have known, can you predict some?

What is a passbook?

Is it important?

Is it easy to get for Elias?

What job did Elias want to do?

Who worked underground?

Who worked on the surface?

Where did Elias live?

T: Will your answers be all right? Now listen to one statement of Elias.

1 What is a passbook? ( B )

A. A book to help you pass exams B. A book to show your identity

C. A book to tell you where to live D. A book to tell you how to live

2. Why is it important? ( C )

A. For traveling outside South Africa B. For showing where you were born

C. For traveling inside South Africa D. For getting a job

3. What job did Elias want to do? ( D )

A. To work with other black workers B. To work as a cleaner

C. To teach in a primary school D. To work in the mines

4. Who worked underground? (C )

A The white workers B. The black and white workers

C. The black workers D. Foreign workers

5. Who worked on the surface? ( C )

A. The black workers B. The black and white workers

C. The white workers D. Foreign workers

6. Where did Elias live? ( C )

A. In a classroom B. In a home of his own

C. In a large room with beds D. With his family

Q: Why did Elias join the ANC Youth League?

( He wanted to be the same and equal to the white people in their own land.)

Q: Why did he support violence when he did not agree with it ?

( Because it was only with violence that they could get the equal right. )

Step4. Further Discussion

T: So to Elias, Nelson Mandela is a great man and he is important in Elias’ life, and he changed his life.

And what have you learned from Nelson Mandela? For what quality do you admire him most?

(Show 4 pictures in Pre-reading: William Tyndale, Norman Bethune, Sun Yat-sen, and Gandhi )

T: Are they great people too? What qualities do they have? What qualities do you think are needed to make a great person?

Conclusion: A great person is one who has followed his/ her ideas and sacrificed something so that they could be realized. He/ She has qualities as follows: intelligent, determined, generous, kind, unselfish, brave, hard-working, confident, persistent, modest, one who has an idea, helps others, unselfishly gives up something to achieve his/her goal).

Look at the list of the qualities that are set out above. You are going to choose four that you consider are the most important for a great person. While you are choosing each one, think of someone you know or have heard of that has that quality. Then when you have finished choosing, prepare to give a talk to the class. You should explain why you chose each one and who shows it.

Step5. Homework

1. Review two readings

2. Recite good sentences from the readings

3. Preview the next reading in WB.

附板书设计: （Blackboard Design）

Review two readings ( T or F )

Listening

1. prediction

2. listen to the passage

Further Discussion

1.What is a great man?

2.What about we ordinary ones?

Language points :

1. Do you ask for help when you think it necessary?

ask for 要求得到

Every time he gets home, he asks for money.

ask for sb. 找某人，要求见某人

A Mr. Simpson form Sydney is asking for the manager.

2. Are you willing to do public service work without pay?

be willing to 愿意做某事

willing adj. 乐意的，自愿的

I’m willing to help you.

I’m quite willing for your brother to join us.

3. Do you easily lose heart when you are in trouble? lose heart 灰心，丧失信心

Please don’t lose heart; you still have more chances.

lose one’s heart 爱上，喜欢上

She lost her heart to him as soon as she saw the handsome soldier.

in trouble 有麻烦，处于不幸中

He never came except when he was in trouble.4. He died for his ideas but his work was later used in the Bible. 他为了自己的思想而献身，但他的成果后来应用于《圣经》。

die for 为……而死

They died for the people. Their death is weightier than Mount Taishan.

I am dying for a cup of water.

die for 也意为“渴望，切望”（只用于进行时态）

5. He fought against the German Nazis and Japanese invaders during World War II. 二战时期他抵抗德国纳粹和日本侵略者。

fight (fought, fought)

fight for 为……而战

fight against 与……作斗争

We will have to fight against difficulties.

They told the workers to fight for their rights.6. He founded the first Republic in China in 1911 after many years’ fighting. 经过多年斗争他于1911在中国创建了第一个共和国。

found (founded, founded) 建立，创建

find (found, found)

The hospital was founded in 1920.

Have you found your missing pen?

7. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood. 他坚信三条原则：民族，民权，民生。

believe in 信任，信仰

Do you believe in God?

We believe in our government.

believe sb. = believe what sb. says 相信某人的话

believe in sb. 信任某人

I believe what he said because I believe in him.8. He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way. 他为了他的思想而放弃了富裕生活，并且用和平方式为他的国家摆脱英国而进行了战斗。 give up 表示主动放弃或屈服

He has decided to give up smoking.

give in 表示被动屈服或认输， 后面不带宾语

You can’t win the game, so you may as well give in.

free from 摆脱（不好的东西）的，无……的

Keep the children free from harm.

You should try to write sentences free from mistakes.

9. He fought for the black people and was in prison for thirty years. 他为黑人而战且坐过三十年监狱。

be in prison 在狱中，被监禁

He has been in prison for five years.

put…in prison = send…to prison = throw …into prison 把……投入监狱

The car thieves have been put in prison.

He was sent to prison for ten years10. The time when I first met Nelson Mandela was a very difficult period of my life.

period 期间，时期，学校的一节课，周期

Let’s finish this period and have a break.

a period of rotation 自转周期 the time when 其中when 引起定语从句

This was a time when you had got to have a passbook to live in Johannesburg.

Do you still remember the time when we first met?

the time 可用于引起时间状语从句，这时一般不加when。

I recognized him the time I saw him.

11. It was in 1952 and he had opened a black law firm to advise poor black people on their problems.

1) advise ab. on sth. 就……给某人出主意

I have advised you on that subject.

2) advise sb. to do sth. 建议某人干…… Our monitor advises me to practice more spoken English.

3) advise that +(should) do

I advise that you (should) not eat fruit that isn’t ripe.12. Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work.

be worried about = worry about 担心

She worries about her health.

= She is worried about her health.

out of work 失业

Jim has been out of work for months.

13. The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. 过去三十年里出现了最多的法律来剥夺我们的权利, 阻挡我们的进步,直到今天我们已经到了几乎没有任何权力的地步.

see 在此句意为“见证，目睹 ”；(在某段时期)发生(某情况),经历,经受; 为某事发生之时，主语为时间

The last few months have seen more and more traffic accidents.

The city has seen many changes.

14. …only then did we decide to answer violence with violence. 只是在那时我们才决定以暴力对暴力。

only then 此处引起倒装句，当only修饰状语位于句首时，句子采用部分倒装的结构。

Only by practicing a few hours every day will you be able to master English.

only 修饰主语时，句子不倒装。

Only he knew how to solve the problem.

15. As a matter of fact, I do not like violence…but in 1936 I helped him blow up some government buildings. 事实上我不喜欢暴力……但在1963年我帮他炸了一些政府大楼.

as a matter of fact = in fact

As a matter of fact, I don’t know the truth.

16.But I was happy to help because I knew it was to realize our dream of making black and white people equal.

be equal to 等于，相当于

I’m not equal to the position.

Women demand equal pay for equal work.

17.You cannot imagine how the sound of the name of Robben Island made us afraid. 你想象不到听到罗本岛这个名字令我们多么害怕。

imagine n./doing sth./sb.+doing/that… Can you imagine life without electricity?

I didn’t imagine becoming a writer in my childhood.

I can’t imagine her marrying him.

Imagine that you are a bird.

18. He taught us during the lunch breaks and the evening when we should have been asleep. 在午餐的休息时间和晚上我们本应该睡觉的时候他教授我们。

should do & should have done

He should have come earlier.

You should come earlier tomorrow.

You should have written to your mother.

My teacher said I should study harder.

I should have studied harder when I was young.

should do 表示应该做，一般指现在或将来的动作，指过去的动作时应站在过去的角度。

should have done 表示本应该做而没有做的。站在现在的角度上评说过去的事情。

19.asleep, sleep & sleepy--Is he still sleeping?

--Yes, he is fast asleep.

I was too sleepy to hear the end of her talk.

I usually sleep seven hours a day.

asleep 是表语形容词，意为“睡着的”。

sleep 是动词或名词，意为“睡觉”。

sleepy 是形容词，意为“打盹的”。20. As they were not cleverer than me, but did pass their exam, I knew I could get a degree too. 由于他们不如我聪明而又确实通过了考试，我知道我也能获得学位。

did pass 为强调结构，强调谓语动词时，在动词原行前加do, does, did.

Do be careful!

I do hope you have a merry Christmas!

He does speak English well!

21. I did not work for twenty years until Mr. Mandela and the ANC came to power in 1993.

come to power = come into power 执政

in power 当权，执政

Things have changed a lot since he came to power.

How long has he been in power?

22. All the terror and fear of that time came back to me.

terror n. 恐怖，可怕的人或事

The murder was a terror to the people in the town.

fear n. 恐惧，可怕

vt. 恐惧，害怕 + n./to do /that… Do you fear death?

She fears to speak in our presence.

I fear that we can’t protect ourselves.

for fear of …& for fear that… 担心 He left an hour earlier for fear of missing the train.

She worried for fear that the child would be hurt23. I remembered the beatings and the cruelty of the guards and my friends who had died and I felt I would not be able to do it.

beating n. 打、输

They gave him a good beating.

They gave our team quite a beating.

beat n. 敲击，跳动

We heard the beat of a drum.

Can you hear the beat of my heart?

24. They said that the job and the pay from the new South African government was my reward after working all my life for equal rights for the Blacks.

reward n. 报酬，奖金

He worked hard but without much reward.

in reward 作为报酬

She got nothing in reward for her kindness.

vt. 酬谢，给以报答

He rewarded me with a prize.

1．period （n．）

1）length or portion of time一段时间；时期。

There were long periods when we had no news of him．好长一段时间我们都没有他的消息。

Tomorrow's weather will be cloudy with sunny periods．明天阴天间晴。

His son is going through a difficult period now．他的儿子正处于困难时期。

2）（time allowed for a）lesson in school课时；一节课。

three periods of chemistry a week 一个星期三节化学课。

2．advise

advise sb.to do sth.劝告/建议某人做某事 advise sb not to do sth= advise sb. against doing sth劝告/建议某人不要做某事

1) They advised her not to act in haste. = They advised her against acting in haste。他们劝她不要匆忙行事。

2) He will advise you what to do 他会建议你（们）怎么办。

3) 可以说advise doing,但不可以说advise to do，如：

She advised holding an English party at the weekend.（正）

She advised to hold an English party at the weekend.（误）

4) advise后可以引导一个宾语从句，从句的谓语动词用虚拟语气，即，should+ 动词原形，should可以省略。如：

I advised that he (should) come at once.

5) advise sb. of sth 把某事通知某人，如：

We advised them of the arrival of goods

6) advise with sb on/about sth.与某人商量某事，如：

She advised with me on the travel to Europe.

3．see （v.）

see除了用来表示“看见”以外，还可表示“遇见”、“会晤”、“理解”、“发觉”、“经历”等意义。在本句中，它的意思是to be the time when （an event）happens。

witness 为（某事）发生之时；目睹。

This year sees the hundredth anniversary of the composer's death．今年是那位作曲家逝世一百

4．position

1.表示“位置，姿势，职位，立场”时，是可数名词，前常加介词“in”如：

1). The house has a good position.

2). He is lying in a very uncomfortable position.

3). My sister has got a position as a nurse.

4). Both sides made their positions clear.

2.表示“地位”时，是不可数名词，有时可加不定冠词，如：

She is a woman of high position

3. in a position to do sth.处于能够做某事的地位，如：

I’m sorry, I am not in a position to help you now.

4. in/ out of position在/（不在）适当的位置，如：

This chair is out of position. Put it back in position.]

5. Take up the position that…主张…如：

He took up the position that the meeting should be postponed until /to next week.

6. accept

1. 表示“接受，同意” 后面可接名词，代词或that引导的宾语从句，如：

1) Did you accept the invitation?

2) It is generally accepted that smoking causes bad health

2.区别accept 和receive

accept指乐意接受或考虑后同意接受，强调其主观意愿。如：

1) We must accept the criticism.

2) I accepted this plan in principle

receive表示“接到，收到 ”， 指“接，收”这一动作或事实。

1).He received several baskets full of cards, letters and telegrams of congratulations.

2).He received the present, but he didn’t accepted it.

accept后不可接不定式。

1). She accepted to go with me.（误）

2). She agreed to go with me.（正）

7. reward.

1) 作动词，表示“报酬，酬金，报答，奖赏”，接介词for表示“缘故”，接介词with表示“奖赏的东西”。如：

1) I rewarded you for your help.

2) She rewarded him with a smile.

2. 作名词，表示“报酬，奖赏，报答，酬谢”如：

1) She was given a reward for passing the examination.

2) She worked hard all her life but without much reward.

3. as a reward for,作为……奖赏，为……酬谢 in reward of（以……）酬谢，如：

1). He was rewarded with a gold watch as a reward for his services.

2) He was presented with a gold watch in reward of his services.

4.in reward 作为。。。报答。如：

1) We got nothing in reward for our kindness.

5．表示“好处，回报”时，常用名词的复数形式，如：

1) The rewards of arts are not to be measured in money.

2) The financial rewards of teaching are not among its attractions.

8. We first broke the law in a way which was peaceful; when this was not allowed ... only then did we decide to answer violence with violence．首先我们用和平的方式来破坏法律；而当这种方式也得不到允许时，……只有到这个时候我们才决定用暴力反抗暴力。

in a way which was peaceful = in a peaceful way。

Only then did we decide to answer violence with violence．注意did we decide的局部倒装结构，当only 修饰副词或状语置于句首时，句子要局部倒装。如：

Only after the lesson did she discover that she had lost her handbag．下了课她才发现自己丢了手提包。

Only recently have I thought of them．直到最近我才想起他们。

如果置于句首的由only引导的词语不是状语就不用倒装。试比较：

Only some of the children seemed to have understood it．似乎只有一部分孩子明白。

Period 3: more language input

Teaching goals

1. Help the students learn to get information by listening, and cultivate the listening ability.

2. Get the students to talk about their various opinions freely in English.

Step1. Reading (WB)

T: As we know, most of the great people are also important and famous, but are important people the great ones?

S:

(Show some pictures of Bill Gates, his software and his company).

T: Do you know who he is?

S:

T: What else do you know about him?

S: CEO of software

T: Great, so many of you know him. He is really so famous. But is he a great man?

S1: I think Bill Gates is / is not _____________, because ________________________________.

S2:

T: You see, so you have different ideas. Let’s have a look at him in the two passages. Let’s read the passage quickly and fill in the information sheet.

INFORMATION ON BILL GATES

Job Chief Executive Officer of a computer company

Achievements Produced software that is used all over the world

What did he give up for his beliefs? None

Generosity Gave money to causes for children’s education and health

Why does he have enemies? Other people are jealous of his success

Why attacked by the government? They thought he was too big and too powerful and that is unfair to his competitors

T: What does the follower of Bill Gates think of him?

Why does he think Bill is great?

What about Bill’s competitor?

Why?

Please read the passage again more carefully and find out the evidence to support each point. Lets’ have a debate. The following chart may help you.

Great Man Not a Great Man

He has his own company and software. No one can compete with his software.

He fits his software free in every computer. His software is not the best but used most widely.

He gives money to causes for children’s education and health. He tries hard to stop others making better software so that he may be a computer bully.

(T can ask Ss to finish the chart first, and then ask them to give a short report to tell us the reason why Bill Gates is a great man or why not.)

T: Thank you for your excellent report. In a word, a great man should be the one who has followed his/her ideas and sacrificed something so that they could be realized. If he/she has not gone through struggles and difficulties for their noble cause, they can’t be called a great person. From your report, we find that different people have different ideas, not only on this affair, but also on some common things in our daily life. Here is the same example which happened in our listening text.

Step 2. Listening (WB)

(Show Ss a picture of an accident)

T: What happened in the picture? If you witness the accident, what will you do?

Ss: Call 120. / Tell policeman the truth. / …

T: If the policeman asks you to describe what you have witnessed, what will you say?

S1: …

T: What’s your point of view?

S2: …

T: You see, on this accident, you two have different views. Usually, after an accident, the police will not just ask one person. Can you guess why? What about listening to the tape to find out the reason?

(Ask the Ss to listen to the tape.)

T: So why will the police not just ask one person?

S: …

T: Instead, what will the police do?

S: He will ask everyone present.

T: But sometimes, people will tell different stories after an accident, just as what you did just now. Do you know why? So listen to the tape again and find out the answers to these two questions:

Q1: Why will people tell different stories after an accident?

Q2: What does “a point of view” mean?

(Check the answers.)

T: You see, when you look at people or things, you may have a different point of view from others. On this accident, two people have different points of views. Please listen to the tape once again, and take some notes of the information on the accident by person A and person B.

(Check the answers of exercise 2.)

T: So why did the two speakers have different ideas about the cause of the accident?

S: …

T: After you get the information, who do you think caused the accident? Why?

S: …

T: What conclusion can you draw after the reading and the listening?

S:

T: So next time when you look at one event, will you just look on one side?

Standing on different fields will give you totally different views. So please don’t just judge an event from one side. Just like the topic we talked in this unit – great men. In this unit, we talked a lot about great men, and most of them are famous people. What about ordinary people? Are they just ordinary? Can they become great men?

Step 3. Further discussion

(Show a short video of “Move China”)

T: Do you know him? Is he as ordinary as us? But is he a great man? Why?

(T can ask Ss to discuss some detailed questions and then show their ideas.)

1) Who is he? What happened to him?

2) Do you think he is a great man? Why do you think so?

(Ss may give a conclusion: he is really a great person. T can get Ss into a heated discussion, and let

them have a free talk.)

1) Can you list any other ordinary people who you think they are great?

2) Are there any teachers you admire a lot? Why?

3) And what about your friends? Your schoolmates?

T: Important people may be great. But when we think about a person or a situation in different respects, maybe we can open another window. We can describe a person we think is a great person because of what this person does for the community and others. Judging from these flashing qualities, they are loved and admired by the people around them. They are the great people in our heart.

Step 4. Homework

If we ordinary people can become great ones, will you want to be a great one? If so, how to be a

great person? Can you write your plan to reach the great goal?

附板书设计：（Blackboard Design）

I think Bill Gates is / is not _____________, because ________________________________.

Great man?

Great ordinary

Period 4: Language Practicing

Teaching goals

1. To discover and learn to use some useful words and expressions.

2. To learn Attributive Clauses part2 (where, when, why, prep. +which /whom)

Step 1 Lead-in

(By asking Ss some Qs about Elias, then lead in some attributive clauses in the reading text. Get Ss to learn the grammar from their book.)

T: In Elias’s story, Nelson Mandela acted an important role in his life, and a lot of things greatly changed because of him. So there are many unforgettable experiences in Elias’s mind. Suppose you are /were Elias, can you tell us some of your impressive experiences?

Ss: Yes/Ok

T:

Q1: When did you first meet Nelson Mandela?

S1: I met Nelson Mandela in a very difficult period of my life.

T: So you mean the time when you first met Nelson Mandela was a very difficult period of your life. (Copy the sentence on the blackboard)

Q2: Where was the school you studied?

S2:The school where I studied only two years was three kilometers away.

Q3: When was the day Nelson Mandela told you what to do and helped you?

S3: The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.

Q4: Where were the parts you blacks lived?

S4: The parts of town where we lived were the places decided by white people.

The time when you first met Nelson Mandela was a very difficult period of your life.

The school where i studied only two years was three kilometers away.

The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.

The parts of town where we lived were the places decided by white people.

Step 2 Grammar review

T: Now please look at these sentences. The words underlined are all modified by sentences. Do you still remember what we call these kinds of clauses?

Ss: Attributive clause.

T: Yeah, the attributive clauses are very useful in our expression.

(Show a short flash of the dialogue between a couple)

Now let’s review some together. Will you fill in the proper words?

Ex1:

1. Is he the man who/that wants to see you?

2. He is the man whom/ that I saw yesterday.

3. They rushed over to help the man whose car had broken down.

4. The package (which / that) you are carrying is about to come unwrapped.

T: What do we call the words which you filled in just now?。

S: Relative pronoun.

T: What are they?

Relative pronoun ：who, whom, whose, that, which等。

Step 3 Grammar learning

T: Besides these words and sentences, we find another language using in our text.

We were put in a position in which we had either to accept we were less important, or fight the government．

The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela

T: What’s the differences between these two and others?

S: We have a preposition before the relative pronoun.

T: But where is the preposition from?

Let’s observe the following sentences!

Ex2:

1. The speed at which light travels is 300000km per second.(由先行词的习惯搭配决定)

at the speed of

2. This is the teacher from whom I borrow the book. (borrow from)（动词词组）

3. Don’t bring the children to see the animals of which they are afraid. (be afraid of)

关系代词whom, which前介词的选择由先行词的习惯搭配或后半句动词的搭配而决定。

Ex3

关系副词：when, where, why.

关系副词可代替的先行词是时间，地点或理由的名词，在从句中作状语，相当于“介词+which”结构，经常交替使用。

Step 4 Grammar practice

Ex1: Elias has had some problems with his messages for his friends. Can you help him form sentences with the following words and phrases. Match them please.

Ex2: Now will you complete these sentences using an attributive clause with when, where or why？

1. That was the reason why I had to go hospital for so long and I could not go on my holiday to Britain.

2. Mary Brown moved to a place where she was close to the sea, so she could go swimming every day.

3. This was the time when the harvest failed three years in a row, and everyone was cold and hungry.

4. It was the year when the electricity failed and everybody had to cook their dinner by candlelight.

5. I went back to the town which I left when I was five years old, so I could see the house where I used to live.

6. He will never forget the park where he first met his wife.

EX3: Join two simple sentences to make a complex sentence with an attributive clause.

T: Just now, we used the words when, why, where, which, who to fill in the blankets. Now would you combine the two sentences by using the attributive clause?

Eg: Wang An moved to the US from Shanghai in 1945. He was born in Shanghai.

Wang An moved from Shanghai, where he was born, to the US in 1945.

1. Harvard is a world-famous university where/from which Wang An got his doctor’s degree.

2. He arrived in America in 1945 as a young man who had lost most of his family during the Anti-Japanese war.

3 Wang An spent 3years in Harvard University where/ in which he studied applied physics.

4. In 1951 Dr Wang founded his own company where/ in which computers were made.

5. He became a very successful entrepreneur in the US in 1985, when he made $3 billion.

6. Dr Wang died in 1990 when IT was developing rapidly all over the world.

7. This is Dr Wang to whom the computer belonged.

Step 5 Language production

T: Dr Wang made great achievements during his life. Some time, places and events mean a lot to him. They are his unforgettable experiences. And what about you? Do you have some great moments and places to remember? Now think about the most five important things in your life. and share them with your partners. Let’s work in four.

Top five in your life

Eg: Linhai is a beautiful city where I was born.

I was born in 1985 when my sisster was five years old.

I will never forget the day when….

Step 6 Homework

1. Make what you discussed into a short passage by using the attributive clause.

2. Finish the exercises in the workbook.

附板书设计：（Blackboard Design）

Attributive clause

relative pronoun ：who, whom, whose, that, which等。

关系代词whom, which前介词的选择由先行词的习惯搭配或后半句动词的搭配而决定。

关系副词：when, where, why.

关系副词可代替的先行词是时间，地点或理由的名词，在从句中作状语，相当于“介词+which”结构，经常交替使用。

Period 5: Writing

Teaching goals

1. Deal with the knowledge learned and the writing part

2. Teach the students how to write a persuading letter.

Step 1. Lead in

T: Hello, everyone. Now I am very eager to know the top five things in your life. Would you like to share them with me? Others please pay attention to the attributive clauses in his report.

Ss: …

T: Well done, how many attributive clauses are used in the report?

Ss:

T: Just as you see, with this structure, the sentences you made will become more vivid and beautiful. And from what he told you just now, class, what kind person our speaker is?

Ss: Brave, honest…

T: But is it enough to describe one person in this way? What else is needed?

Ss: (Get into a discussion)

Step 2. Using words and expressions

T: Good ideas. Would you like to know more? Now here’s a good example. Let’s turn to Page 70. First go through the text quickly. Who can tell me what the passage talks about?

S: It’s about a mathematician named Charles Babbage.

T: Now choose the words or expressions from the brackets to complete the passage.

(Leave Ss 2minutes to finish the passage.)

T: You can find the words are similar to each other. So as a good writer, he may vary words to express something better. So picking of proper words is very important. And have you stored some good words or phrases from our text?

Ss: ...

T: But can you use them out in your writing? Let’s have a try.Here we’ve got some, and please choose some of them to translate my sentences. ( Page 71)

(as a matter of fact; in trouble; out of work; come to power; advise; lose heart; be sentenced to; willing; set up; continue).

T: Please always remember: words and phrases are the bricks of the house or the muscles and blood of the body. So collecting more words is a way to write a beautiful passage. Besides the muscles and blood, but what about the bones of the article?

Step3. Make an outline for structure

T: Let’s go back to the passage. Can you give me more information about the mathematician? Like when and where was he born? What happened in his childhood? And what happened later? …

Ss: …

T: Yes, in paragraph one, it writes about his personal information. And what happened in paragraph two? What other information does it mention?

Ss: …

T: In paragraph two, it tells us his hard work and achievements. Why do we say he worked hard? What were his achievements? Did he suffer a lot or meet with some problems? What do people think of him? Why?

Ss: …

T: So in conclusion, this passage can be divided into two parts. They are:

Paragraph 1: Personal information

Paragraph 2: His / Her hard work and achievements

T: That’s the brief outline of this passage, and can we add something more about it?

S: (Get into a discussion and report their ideas)

T: Generally speaking, when we write a passage about a person, maybe we’d better write about his qualities in the passage and we can also show our opinion of the hero. So can you write an outline of a passage about a great person?

(Leave several minutes to the Ss to make an outline, and let them exchange their ideas freely)

T: According to your arrangement, your outline may be like this:

Paragraph 1: Personal information

Paragraph 2: His / Her hard work and achievements

Paragraph 3: His / Her good qualities

Paragraph 4: Your opinion

T: Here you have a chance to practice how to write a passage about a person. Would you write a passage about Nelson Mandela according to what we have discussed?

(Leave 5minutes for Ss to draw an outline and collect more information in the whole unit)

Step4. Writing

T: Have you finished? Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century. Will you write a letter to support Nelson Mandela?

Before we begin, here are two questions:

1. Do you still remember the format of a letter?

2. How can you persuade people or judges to follow your advice?

(Get the Ss into discussion)

T: Here some proper tips for you:

Step1. Collect your ideas for the letters. Write them down in any order. Then sort them out into an order which seems good to you. For example: time order, we can have a reference on Page39.

Step2. Begin the letter with your address and the date.

Dear editor,

I’m writing to …

.

…

Yours sincerely,

Sarah

T :Ok ,now let’s have a try!

Step 5. Homework:

1.Finifsh the letter.

2.Review the whole unit.

附板书设计：（Blackboard Design）

Writing

Paragraph 1: Personal information

Paragraph 2: His / Her hard work and achievements

Paragraph 3: His / Her good qualities

Paragraph 4: Your opinion

Huipu High School, Linhai Zhejiang province

July 24, 2006

Dear…,

I’m writing to …

…

Yours,

六、背景参考资料(Background knowledge)

Lyrics of Hero

There's a hero

If you look inside your heart

You don't have to be afraid

Of what you are

There's an answer

If you reach into your soul

And the sorrow that you know

Will melt away

And then a hero comes along

With the strength to carry on

And you cast your fears aside

And you know you can survive

So when you feel like hope is gone

Look inside you and be strong

And you'll finally see the truth

That a hero lies in you

It's a long road

When you face the world alone

No one reaches out a hand

For you to hold

You can find love

If you search within yourself

And the emptiness you felt will disappear

And then a hero comes along

With the strength to carry on

And you cast your fears aside

And you know you can survive

So when you feel like hope is gone

Look inside you and be strong

And you'll finally see the truth

That a hero lies in you

Lord knows...

Dreams are hard to follow

But don't let anyone

Tear them away

Hold on

There will be tomorrow

In time you'll find the away

And then a hero comes along

With the strength to carry on

And you cast your fears aside

And you know you can survive

So when you feel like hope is gone

Look inside you and be strong

And you'll finally see the truth

That a hero lies in you

That a hero lies in you...

That a hero lies in you...

1.Nelson Mandela

Nelson Mandela's biography is set out in the Student's Book up to the date he went to prison on Robben Island．The rest of his biography is included below:

1990 freed by white government．

1991 leader of ANC．

1993 first black President of South Africa．

1999 retired as President and returned to live in his hometown in the Transkei, South Africa．

2.Elias

Elias, who tells Nelson Mandela's story, had a life that was very common to many who helped Nelson Mandela and fought for the cause．Everything that is mentioned in the story is true．The facts of Mandela's life and Elias’ life are accurate．Elias' story is based on the life of a man who supported the ANC and was sent to Robben Island for 4 years．He then spent 20 years trying to get another job．He now takes tourists round his former prison and he tells them how he suffered for his beliefs．After he left Robben Island he tried many times to make a career for himself．Each time he successfully got a job the secret police would tell his employers about his time in prison and he would lose his job．Elias’ time in prison was also true．The political prisoners were allowed no privileges but prisoners that had not done illegal political acts were allowed to study degree courses from South African universities．You can visit Robben Island, as it is now a museum and open to visitors．There are no prisoners there any more．

3.William Tyndale

William Tyndale believed that the Bible should be able to be read by everyone．At that time Christianity was the religion of England but the Bible was only read and understood by priests and religious people．It was written in several different ancient languages and there was no version in English．William Tyndale made it his life's work to translate the Bible into easily readable English for the people of his time．He had to learn to read ancient Greek and Hebrew to be able to do this．But there were many people who did not like the idea that just anybody should be able to read the Bible．The priests and some religious people thought it meant they would have less power so they tried to stop him．He had many adventures and once even lost all his translations．He had taken a ship to England and there was such a bad storm that the books had to be thrown into the sea．So he had to start all over again．But he did not give up．He was a generous scholar and gave his work to others who were also trying to translate the Bible．He hoped that in this way the project could be finished earlier．At last he was caught and put to death for his beliefs．After his death the Bible was published in English and more than 80% of it was the work of William Tyndale．The language is very beautiful and many sayings and expressions that are used in England today come from it．It is a very important text．There are some phrases from it at the end of the guidance for this unit．

4.Mahatma Gandhi

His ideas were used by Nelson Mandela and Martin Luther King, Jr as a way of drawing attention to their cause and getting sympathy from people around the world．His importance comes from the moral force of his ideas b

★ 粤教版七年级思想品德第四单元

★ 静女教案

★ 《变形记》备课笔记转载(粤教版高一必修备课资料)

★ 高一必修一单元作文 回家真好

★ 《离骚节选》学案粤教版必修1(粤教版必修)

★ 高一第13单元第四课时教案

★ 诗经 静女

★ 高中化学必修一教案

★ 高中物理必修一教案

★ 高中生物必修一教案