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Unit 18 The necklace

03-06 18:57:09 | www.jiaoxue51.com | 高一英语教案 | 人气:840

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教学目标

知识目标
  本单元的教学重点是继续学习疑问句的直接引语和间接引语。通过对课文学习戏剧体裁的文章,要求学生不仅能复述课文大意,还能分角色将全剧或部分表演下来。
二、教学重点与难点
  l.重点词汇 scene; recognize; accept; continue; worth; match; after all; call on; not. . . any more; day and night; pay back; at the most
  2.重要句型 1) I don’t know if I should tell you.
        2) It was all because of your necklace.
        3) I was the only person in my office who was invited.
        4) On our way home that night I looked down and saw that the necklace was not around my neck any more.
  3.语法 直接引语和间接引语 (3):
  1) He asked her if she was pleased.
  2) She asked him how many people were going to the ball.
  4.日常交际用语 寻物 (Lost and found) : 1) Excuse me. I’ve lost a case. I wonder if it’s been found. 2) Can you describe the case to me. 3) Where did you last have it? 4) We asked everyone there if they had found. . . , but without luck. 5) We couldn’t find it; it was lost. 谈论过去经历 (Talking about the past experiences): 1) Where have you been all these years? 2) What happened? 3) We did have a good time. . )
能力目标
  1. 学会把把疑问句变为间接引语。
  2. 学会写失物招领和寻物启事。
  3. 让学生即兴表演本剧三个场景中的任一个。
德育目标
  通过本单元的学习,让学生了解Mathilde由于贪图一时的虚荣、结果换来十年辛劳去还债的遭遇,其行为既可怜又可悲,教育学生不要贪图虚荣。


教学建议

课文建议Lesson 69
  1. 教师进行有关课文的提问,如:1.Do you know about the Maupassant(莫泊桑)? 2.What kind of novel do you learn about him. so on
  2.教师放录音给学生听到一至两遍之前,问有关对话的主要内容。
  3.教师让学生扮演本文的主人公。
  4.教师对本文的人物进行分析和评价, 比如:Mathilde这个人是怎样的爱慕虚荣。提问学生从哪些内容来体现人物的特点等等。
  教师对本文的语言点进行分析。同时让学生们能够对本文进行复述。
课文建议Lesson 70
  1.教师提问故事的发生情况。
  2.同时教师把本课文的问题列在黑板上,然后让学生听磁带。
  3.教师对本课文的语言点进行讲解和分析。
  4.让学生扮演角色。
课文分析
  本单元两课课文是根据法国小说家莫泊桑的同名短篇小说改编独幕剧。故事发生在1870年,剧中有三个人物:1)玛蒂尔德(Mathilde),好虚荣的年轻妇女;2)皮埃尔(Pierre),玛蒂尔德的丈夫,政府职员;3)让娜(Jeanne),玛蒂尔德的好友。全剧有三个场景:
  Scene 1 Mathilde met Jeanne in the park.
  When Mathilde said hello to Jeanne in the park, Jeanne didnt think she knew her because Mathilde looked much older than she really was. Mathilde then told her that was because of ten years of hard work and also the story of her necklace.
  Scene 2 Pierre and Mathilde were invited to a ball.
  When Pierre came back from work that day, he told Mathilde they had been invited to a ball at the palace. Mathilde was very happy. But she told her husband that she didnt have jewellery to wear. Pierre asked if she could wear a flower instead. Mathilde refused, because she couldnt be the only woman who wasn’t wearing jewellery. Then Pierre asked her why not go and borrow some. Mathilde remembered that she had a friend called Jeanne, who had married a man with a lot of money.
  Scene 3 They had a good time at the ball, which cost them ten years of hard work.    
  On Friday afternoon Mathilde went to Jeannes place to borrow some jewellery. Mathilde tried a lovely diamond necklace on and it looked wonderful on her. Pierre and Mathilde had a wonderful time at the ball. But on their way home, Mathilde found her necklace was missing. They couldnt find it. The next day they borrowed a lot of money to buy a diamond necklace and returned it to Jeanne.
词汇辨析
  1.dress, have on, wear, put on
  dress的宾语一定是人,表示“给某人穿衣”;表示状态时,常用be dressed in 句型。in后面跟衣服的名词。dress还有另外一个意思,作“礼服”讲,是作为装饰或外出应酬而穿的正式衣服。如evening dress晚礼服,full dress大礼服等等。dress用作可数名词,指妇女的外衣或长裙;若作不可数名词时,作“服装”解,是男女服装的总称。
  have on表示穿着的状态,不能用于进行时。
  wear强调穿着的状态,wear后除了跟衣服等名词外,还可跟鞋帽、领带、围巾、首饰、眼镜等名词作宾语,这时wear可译作“戴”。如果表示某一时间的穿戴,wear常用进行时。
  put on指穿戴时的短暂动作,是不延续动词。
  2.if与whether
  相同点:都可以引导宾语从句,常常可以互换,表示“是否”。
  不同点:在介词后面用whether,而不用if;引导主语从句时用whether,而不可用if;引导同位语从句时用whether,而不用if;表示“如果”时不用whether,而要用if;不定式之前只能用whether。例子如下:
  I don’t know whether I should tell him. 我不知是否应告诉他。
  Whether you take part in or not the result will be the same. 无论你参加与否结果将是一样。
  It depends on whether he can solve the problem. 这取决于他能否解决这一问题。
  3.spend, pay, cost和take
  cost指某东西“值……钱”,“需花费……钱(精力)”,它的主语一般是物,而不是人,cost不用于被动语态。

www.jiaoxue51.com  spend的主语一般为人,用来表示花钱买东西:sb. spend money on sth., 还可表示花时间做某事:sb. spend time on或sb. spend time(in) doing sth.。
  pay的主语也为人,与介词for连用,表示“花……买……”。
  take的主语常为物或用it做形式主语,表示“做某事花去……时间”。以下几个句子均可表示“我花100元买了那件衣服”。
  The dress cost me 100 yuan.
  I spent 100 yuan on the dress.
  I paid 100 yuan for the dress.
  以下几个句子均可表示“昨晚我花了2小时做家庭作业。”
  I spent two hours on my homework last night.
  I spent two hours (in) doing my homework last night.
  My homework took me two hours last night.
  It took me two hours to do my homework last night.
  4.true和real
  true可作定语或表语,real一般作定语。
  true表示“符合实际的”,real表示“真正的而不是想象的”或“现实的”。real不能用来修饰表示人的名词。true还可表示“忠实的、可靠的”。
  It is a true/ real pearl. 这颗珍珠是真的。
  The news was true. 那消息是真的。
  This is a true story of real life. 这是一个从现实生活中取材的真实故事。
  It is a story of a true man. 这是一个根据真人所编的故事。
  He is true to his friends. 他忠于朋友。
  5.recognize与know
  recognize侧重辨认,认得曾见过或听过的人或事物,指再认过程。
  know指通过交往或接触而与某人或某事熟悉,而不表示再认。例子如下:
  I know him, so I can recognize his voice on the telephone. 我熟悉他,所以我能在电话中听出他的声音。
  6.jewellery与jewel
  jewellery(总称)珠宝,珠宝饰物,无复数,为不可数名词。
  jewel指“宝石”,宝石饰物,有复数,为可数名词。例子如下:
  She never wears jewellery. Her jewels were kept in the safe. 她从不戴首饰物。她的首饰都放在保险柜里。
  7.pay back, pay for, pay off, pay out
  pay back “偿还,偿付;报复”。pay本身即有“付清、付账”的意思,加back后更强调“偿还”的意思。
  pay for“付款,偿付。”介词for表示“交换”,表示“花……买……”。
  pay off“还清债务,付掉”。
  pay out“付出”。例子如下:
  It’s high time he paid you back the money he owes you.
  How much did you pay for the recorder?
  I’ll pay off my debt with this check.
  They paid out $ 550 that month.
句子分析
  1.Do you remember one afternoon ten years ago when I came to your house and borrowed a necklace of yours?你还记得十年前一个下午我到你家来借项链的事吗?
  句中的主句是“Do you remember one afternoon ten year ago”;其后连接一个以关系副词when引导的宾语从句“when I came to your house had borrowed a necklace of yours”。对于关系副词在定语从句中的应用,可以记住三个常用短语:the place where; the time when; the reason why。例如:
  This is the place where Zhou Enlai once lived and worked.这是周恩来来曾经居住和工作过的地方。
  I will never forget the days which/that I spent with my grandma in the country.我永远也不会忘记我在乡下与祖母一起度过的那些日子。
  说明:尽管句中的先行词(the) days,但由于关系词在定语从句中充当其谓语动词spent 的宾语,因而只能用关系代词which/that,而不能用关系副词when。
  This is the computer company which/that we visited last year.这就是我们去年参观过的那家电脑公司。
  2.I was the only person in my office who was invited. 我是我的办公室里唯一一个受邀请的人。
  当先行词前有the only, the very, all, every, any, no等修饰时,引导定语从句的关系代词只能用that(这是相对which而言的),它在从句中作主语或宾语。但是,如果先行词指的是“人”,通常尽可能用who。例如:
  Tom is the very man who Im going to employ.汤姆正是我打算雇佣的人。
  All that can be done has been done. 能做的都已经做了。
  in my office把定语从句与先行词隔开,这种隔离型定语从句与非限制性定语从句的区别是:
  1)非限制性定语从句一般不可用关系代词that引导。例如:
  Football, which is a very interesting game, is played all over the world.
  All the books there, which have beautiful pictures in them, were written by him.
  2)作宾语用的关系代词不可省略。例如:
  Miss Howe ,whom you met in the library, is our new teacher.
  This is our farm, which you visited last year.
  3)从句与主句之间,要用逗号隔开。(如前面所举各例)
  4)将带有非限制性定语从句的句子译成汉语时,一般译成单独的两个句子。例如:
  There are about 3,000 students in our school, 45% of whom are girls.  我们学校大约有3,000名学生,其中百分之四十五是女生。
  He is an experienced worker, from whom we can learn a lot. 他是一位有经验的工人,从他身上我们可以学到很多。
  5)which可以引导修饰整个主句的定语从句,代表主句所表示的整个概念和部分概念。在这种从句中,which可以作主语,也可以作宾语或表语,多数情况下意思同and this相似。例如:
  The New Land was discovered by Columbus, which is known to us all. (which 作主语)
  She was awarded a gold medal, which the whole family considered a great honor. (which 作宾语)
  She was very patient towards the children, which her husband seldom was. (which 作表语)
  3.I’m sorry ,but I dont think I know you. 很抱歉,我想我不认识你。

www.jiaoxue51.com  1) I’m sorry, but…是个很有用的句型,表示“婉转地谢绝对方”或“很有礼貌地请对方干什么”。如:
  —Im sorry, but your name? 请问你的姓名?
  —William. 威廉姆。
  —Would you like to join us tomorrow evening?   明晚和我们一起来怎么样?
  2)I don’t think I know you. 这一句不能说成I think I don’t know you. 因为动词think, suppose, expect, believe, imagine等后接否定的宾语从句时,常常将否定词置于主句中,形成I don’t think/ suppose / believe…。宾语从句仍用肯定形式。
  I dont suppose it will rain.我猜不会下雨吧。
  I dont think you are right.我认为你不对。
  请注意这种复合句的反意疑问句。
  I dont suppose it will rain, will it?
  He doesnt suppose it will rain, does he?
  主句的主语是第一人称时,反意疑问句应当针对从句反问;反之,则针对主句反问。

语法——疑问句的直接引语和间接引语

复习:

 

在直接引语中

在间接引语中

指示代词

this

these

that

those

表时间的词

now

today

this week(month, etc.)

yesterday

last week (month, etc.)

two days ago

tomorrow

next week(month, etc.)

then

that day

that week(month, etc.)

the day before

the week (month, etc.) before

the next (following) day

the next (following) week

表地点的词

here

there

动词

come

go

方法:
  1)直接引语为一般疑问句时,间接引语由连词if/whether(是否)引导。
  A asked(B)if/whether+陈述句。
  “Are you tired?” he asked her.→He asked her if/whether she was tired. 他问她是否感到累了。
  2)直接引语为特殊疑问句时,用原来的疑问词引导间接引语,即:
  A asked (B)+疑问词+陈述句。
  ①“How much does a new dress cost?” he said to her.→He asked her how much a new dress cost.他问她一件新礼服需要多少钱。
  ②“Where are they holding the ball?” she asked him.→She asked him where they were holding the ball.她问他在哪儿举行舞会。
例题:
  He asked ______ for the violin.
  A. did I pay how much  B. I paid how much
  C. how much did I pay  D. how much I paid
  解析:本题考查特殊疑问句的间接引语,在引述疑问句时,除了注意时态呼应,代词的转换以及时间地点状语的必要调整外,还要注意引述特殊疑问句时,仍用直接疑问句的疑问来引导,并将疑问句的语序改为陈述句的语序。答案选D。
练习:
  1.We want to know_____ do to help them.
  A. what we can  B. what can we  C. how we can  D. how can we
  2.What time do you think_____?
  A.does the football match begin
  B. begins the football match
  C. the football match begins
  D. will the football match begin
  3.He asked me how much ____on the mountain bike.
  A. did I pay  B. did I spend  C. I had spent  D. I had cost
答案:1-3 ACC

教学设计方案Lesson 69

Teaching Aims
  Study this lesson to know what happened to Mathilde because of the necklace.
Step I Lead in
  Introduce the writer Guy de Maupassant (1850~1893), a well-known French novelist and storywriter. Our text is based on his best known story The Lost Necklace . Ask the students to name some other stories written by Maupassant .
Step II Listening
  Play the cassette for the Ss to Scene I and Scene 2 and answer the following questions. Do the questions in pairs.
  1.How many people here are in the play and who they are?
  2.How does Mathilde look?
  3.Why did she need to borrow some jewellery? and what Pierre suggest?
Step III Reading
  Let the Ss read the text carefully ,then answer the following questions.
  1. What is the play about?
  2. How does Mathilde look?
  3. What kind of life has Mathilde led these years? Why?
  4. Why did she need to borrow some jewellery?
  5. Why was Mathilde worried?
  6. How much does her dress cost?
  7. What else did she want to wear?
  8. What did Pierre suggest?
  9. What did they decide to do?
Step IV Play a role
  Play the tape for the students to follow. Then let them practise the play in groups. Finally get some pairs to act out the play in front of the class.
Step Workbook
  Go over the whole play by doing Exercise 2 on page 65.
Step V Discussion
  Hold a discussion on the following topics in groups.
  1. How do you think Mathilde felt when Jeanne told her the stones were made of glass, not diamonds?
  2. What do you think Jeanne would do after she heard Mathilde’s story?
Step VI Exercises         
  Complete the following sentences by using attributive clauses.
  1. The old man___________(坐在我母亲旁边的) is my grandfather.
  2. He is a model worker___________(我们大家都应该学习的).
  3. September is the month ___________ (在八月之后,十月之前的) .
  4. Joan is the only person___________(会说法语的)in our class.

www.jiaoxue51.com  5. Do you think you can recognize your aunt ___________(你十年未见的)?
  6. The tall building ___________(刚完工的) is part of the TV station.
  7. The finger ___________(老师放进嘴里的) was not the one ___________ (他在杯子里蘸过的).
  8. Do you still remember the day ___________(我来向你借项链的)?
  9. Is there a shop ___________(我可以买到钻石戒指的)?
  10. Is that the palace___________(举行那次舞会的)?
参考答案
  1. who is sitting beside / by my mother
  2. (whom) we should (all) learn from
  3. that / which comes before October and after August
  4. who speaks / can speak French
  5. (whom) you haven’t seen for ten years
  6. that / which has just been finished / completed
  7. (that / which) the teacher put into his mouth; (that / which) he had dipped into the cup
  8. when I came to borrow a necklace from you
  9. where I can buy a diamond ring
  10. where the ball was held
Step VII Homework
  Finish the Workbook exercises of the lesson.


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