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視頻標簽：語法與詞匯
所屬欄目：高中英語優(yōu)質課視頻
視頻課題：人教版高中英語選修語法與詞匯Unit 6 ACTION AND STATE(II) Reading The Portrait of a Lady福建
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人教版高中英語選修語法與詞匯Unit 6 ACTION AND STATE(II) Reading The Portrait of a Lady福建省 - 寧德
教學設計
教學內容：人教版選修《高中英語語法與詞匯》 Unit 6 ACTION AND STATE(II) Reading : The Portrait of a Lady
內容分析：作為本單元的第一課時，閱讀文本呈現了本單元的語言目標，即用系表結構來描述事物的狀態(tài)，用一些動詞或動詞短語來表示“態(tài)度”、“傾向”或“情感”。本節(jié)課的閱讀文本是“The Portrait of a Lady”, 改編自是亨利·詹姆斯的早期代表作《貴婦畫像》，短文介紹了女主人公伊莎貝爾·阿切爾（Isabel）及其兩個姐姐。作者把描述的重心放在人物內心世界上，著力情感態(tài)度和內心活動。對于高二的學生來說，文章的生詞不多，課前已經讓學生查閱了四個生詞：sensible，intellectual，plump和eccentric，掃清閱讀的障礙，便于學生梳理人物的情感態(tài)度。本課側重的幫助學生掌握特定的語法結構在實際應用中的結構特征，結合語境來運用語法和詞匯，達到學用結合。
學情分析：本課的學生來自高二實驗班，他們思維較為活躍，愿意參加課堂活動和討論，詞匯的學習對他們不會造成太大的困難，在本節(jié)課的教學中，鑒于學生已對語篇中的生詞有所了解，對本單元的功能語已有初步的了解，因此，本課的教學的關鍵點在于聚合關于人物內心活動和行為的詞匯，把語法形式和它所要表達的意義結合起來，實現語言知識、語言結構與語言意義的整合。 教學目標：
1.通過閱讀了解女主人公伊莎貝爾三姐妹的基本情況，尤其是她們的情感態(tài)度； 2.能夠通過語境來判斷人物狀態(tài)和內心活動；
3.使用所學的語法結構和詞匯來介紹《西游記》中的四位主人公。
教學重難點：使用所學的語法結構來介紹《西游記》中的四位主人公。 教學資源：教材、多媒體課件、學案、黑板、投影儀 教學過程： Step 1: Lead-in
1.Students talk about the man’s mental states by watching the video clip. 2. Students brainstorm more adjectives to describe mental states.
Purpose: To warm up the class and lead in to the topic through visual stimulation and
brainstorming.
Step 2: Pre-reading
Briefly introduce the author and the novel The Portrait of a Lady.
Purpose: To arouse the students’ interest in the reading material and prepare them
for reading.
Step 3: While-reading
1.Students read the page on the page 42 in the textbook and work out the relationship among the characters. 2. Think and answer
1) What kind of person was Lillian thought to be?
2) Who was considered to be the most beautiful of the three? What does the author tell us about her?
3) What did Lillian think about her own life? What did she think about Isabel’s life? 4) What was Mrs. Touchett’s impression of the three sisters?
Purpose: To help students know relationship of the characters in the passage and
collect some information of the three sisters, especially Isable.
2. Students summarize the aspects covered in the passage to introduce the sisters and focus on the language characteristics of the passage.
Purpose: To help students pay attention to how the author introduces the characters
and get to know the important language features,such as “use adjectives to describe them”、“use linking verbs + predicate”.
Step 4: Post-reading
1. Underline the linking verbs in the passage below.
As she walked in, Mrs Smith looked rather unhappy. She also seemed to be debating something. Mr. Smith wanted to ask her about it but remained silent. He knew from experience that his wife would get angry if he talked to her when she appeared to be upset. Even his kind words could make her angry sometimes. He had decided that he would stay calm and patient, even if Mrs Smith’s anger spilled over to him. For now, the best thing to do was to look sympathetic, keep absolutely quiet and wait. He didn’t have to wait long! She told him all about her awful day at the office.
Purpose: To help students collect the linking verbs.
2. Group word: Talk about the major characters in the novel “Journey to the west” Purpose: To offer students an chance to voice their opinions and get them collect
ideas for the writing task.
3. Students are guided to write a passage of about 80 words to introduce the major characters in the novel Journey to the West, one of Chinese classical novels.
Purpose: To enhance students’ cooperative spirit and help them to apply what they
have learnt in this class into practice.
Step 5: Presentation
Invite some students to read their writings in front of the class and then correct them with the whole class with a projector.
Purpose: To offer the space for students’ presentation and therefore give them a
sense of achievement.
Step 6: Evaluation
Ask the class to evaluate their partners’ writhing and then students’ efforts and abilities are recognized by the teacher.
Purpose: To give students recognition and encouragement. Step 8: Assignment
1. Finish exercises on page 46.
2. Polish your writing so that it makes an expressive and impressive piece of writing about the major characters in Journey to the West. Purpose: To consolidate what is learnt in class .
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