《边城》教案(高二必修五)

《边城》教案(高二必修五)（4篇）

1.《边城》教案(高二必修五) 篇一

教学目的：

1.通过学习，重点分析小说所描写的“边城”的风土人情，体会沈从文的小说风格。2.把握对人物的描写，分析主要人物重点是翠翠的形象。教学重点：主旨和人物形象。教学难点：沈从文的小说风格。教学课时：2课时。教学方法：品读法。第一课时

一.教学导入： 投影：

1.“美字笔画并不多，可是似乎很不容易认识，爱字虽人人认识，可是真懂得它的意义的人却很少。”

2.“我崇拜朝气，欢喜自由，赞美胆量大的，精力强的„„这种人也许野一点，粗一点，但一切伟大事业，伟大作品就只这类人有份。” 情学生谈谈这两句话的体会（略）

这位追求美爱与自由，热爱青春与美的作家就是现代小说家——沈从文。二.介绍作家作品。沈从文（1902-1988），我国现代小说家、散文家、文物研究家。原名沈岳焕，笔名小兵、懋琳、炯之、休芸芸、甲辰、上官碧、璇若等。湖南凤凰人。苗族。1918年小学毕业后曾入本乡土著军队当兵。1923年到北京。1926年开始在《晨报副镌》、《现代评论》《小说月报》《新月》上发表作品，并与胡也频编辑《京报副刊》和《民众文艺》周刊。1927年到上海，与胡也频、丁玲等编辑《红黑》杂志，并参加新月社。1930年在青岛大学任教，1934年在北京主编《大公报》副刊《文艺》及天津《益州报》副刊。抗战爆发后到昆明西南联合大学任教。回北京后任北京大学教授，并继续办原刊物，以此为阵地，集合许多北京文人，形成了“京派作家群”。1949年后曾在中国历史博物馆、故宫博物馆工作，在中国古代服饰及文物研究方面成绩卓著，有许多专著。1978年任中国社会科学院历史研究员。其文学创作宏富，数量惊人，有小说、散文、文论、自传、通信等集子七十余种，是现代文学史上最多产的作家之一。主要作品集有《鸭子》《蜜柑》《神巫之爱》《虎雏》《石子船》《阿黑小史》《月下小景》《八骏图》《湘西散记》《边城》《长河》等。其中短篇小说《丈夫》《贵生》《三三》，长篇小说《边城》《长河》是其代表作。主要文学贡献在于创造了一种描写特殊民情的乡土文学，并受废名影响，取其抒情笔调，发展了新文学中抒情小说的文学形式。大部分小说是以湘西生活为背景，对故乡人民怀有不可言状的同情和温爱。以其特异的“生命形式”，熔生动丰富的社会风景画和优美清新的风情风景画于一炉，展示其民情的粗犷强悍，民俗的淳厚善良，使作品充溢着浓郁的乡土气息和反朴归真的牧歌情调。这种乡土抒情体的美学风格代表了京派作家的社会理想，也对后来作家产生了深刻的影响。

2.《边城》教案(高二必修五) 篇二

教学设想：

一九三四年的冬天，我因事从北平回湘西由沅水坐船上行，转到家乡凤凰县。去乡已经十八年，一入辰河流域，什么都不同了。表面上看来，事事物物自然都有了极大的进步，试仔细注意注意，便见出在变化中的堕落趋势。最明显的事，即农村社会所保有的那点正直朴素的人情美，几乎快要消失无余，代替而来的却是近二十年来实际社会培养成功的一点惟利的人生观。（《长河·题记》沈从文·1943）

沈从文是抱着对新的人生和新的世界的热烈追求与向往，才从荒僻、闭塞、落后的湘西赶到大都市的北京的。然而，迎接他的并不是一个阳光明媚的世界，而是帝国主义、封建军阀和官僚们共同统治下的黑暗天地。他曾经自认为一旦脱离了他过厌了的卒伍生活，便可以永远地告别愚蠢、残暴与屠杀，没想到他被迫接受的却是另一个更加丑恶的现实，更加耻辱的人生。他每日每时目睹的是一群自私、懦弱、虚伪、卑鄙却又冠冕堂皇、假冒斯文的灵魂。好在五四运动创造的精神成果并没腐败变质，继续给予他巨大的思想启迪。他在偷食了这批“禁果”之后，愈来愈坚信，眼前这个黑暗社会的一切实在不能也不应继续存在下去了。我们这个老大的国家要脱离目前的苦难，惟有重造有形的社会和无形的观念。因此，重造国家、重造民族品德成了沈从文最热切、最坚决的追求。接踵而来的日本帝国主义对中国的侵略，无疑将中华民族的命运进一步推向了生死存亡的关头；而民族的灾难与屈辱又更加坚定了沈从文以重造的经典去改造国家、重塑民族品德的信念。（《沈从文论》王继志·1992）

这世界上或有想在沙基或水面上建造崇楼杰阁的人，那可不是我，我只想造希腊小庙。选山地作基础，用坚硬石头堆砌它。精致、结实，匀称，形体虽小而不纤巧，是我理想的建筑，这神庙里供奉的是“人性”。„„ 我要表现的本是一种“人生的形式”，一种“优美、健康而又不悖乎人性的人生形式 ”。（《从文小说习作选·代序》沈从文·1936）

以上摘选是沈从文对自己创作的解说及当代名家对沈从文创作的论述。由其可见，沈从文的创作是有所破也有所立的。那么沈从文在《边城》中要破什么又要立什么，这就是我在这一节课要探讨和讲解的主题。具体的思路是以翠翠和傩送的朦胧爱情为中心，立足人文、人性和人情，抓住四个“原生态”，即风俗的原生态、翠翠的原生态、傩送的原生态和爱情的原生态，从而来揭晓沈从文在《边城》中的破和立。

教学内容与步骤：

一、导入

齐读诗歌《竟渡歌》（节选）。注意这首诗诗句的“二二三”节奏和几个易读错字音。

竞渡歌（节录）

张建封（唐）

五月五日天晴明，杨花绕江啼晓鹰；使君未出郡斋外，江上早闻齐和声； 使君出时皆有准，马前已被红旗引；两岸罗衣扑鼻香，银钗照日如霜刃； 鼓声三下红旗开，两龙跃出浮水来；棹影斡波飞万剑，鼓声劈浪鸣千雷； 鼓声渐急标将近，两龙望标目如瞬；坡上人呼霹雳惊，竿头彩虹挂霓晕； 前船抢水已得标，后船失势空挥挠。

这首诗精彩地描写了农历的五月五日端午节这一天的一次竞渡活动，即龙舟比赛，诗歌中龙舟比赛的场面反映出了端午节的一个什么特点？——热闹

二、那端午

端午节是我国一个有着数千年历史的传统佳节，在江南地区，这一佳节更是被人们所重视。在沈从文的著名中篇小说《边城》中，就写到了湘西边城的这一节日，那么，湘西边城那端午有着一些什么样的特点呢？重点看《边城》第三节的内容。„„

明确：热闹——原始、古老、传统——原生态

三、那女人

一方水土养一方人，在这样原生态的湘西边城，养育了那里的女人。1978年夏，当代诗人荒芜有感于沈从文的事迹与处境，写了五首七言绝句送给沈从文，其中第一首是：《边城》山色碧罗裙，小翠歌声处处闻。我论文章尊五四，至今心折沈从文。读了这首诗，翠翠给我们的第一印象是什么呢？——很美（“那人向祖父说，翠翠长得很美，问过翠翠年纪，又问有没有了人家”P20）。

翠翠除了“长得很美”，还有些什么样的特点呢？

请三位同学读P18的“‘是谁人？’”到“放肆地笑着，不见了”。其中两位同学读对话，一位同学读叙述。其他同学就这部分内容思考问题。

这部分内容写的是热闹的端午龙舟赛结束了，天也渐渐地黑了，二老傩送发现了站在河边码头等爷爷的翠翠，于是就邀请翠翠去自家楼上等，但翠翠误解了傩送。

„„

1、翠翠三次与她所认为的“轻薄男子”划清界限，„„

因为翠翠是一个怎样的女孩？——纯洁、质朴

2、再从翠翠说话的方式和内容来看，„„

翠翠还是一个怎样的女孩？——可爱

明确：很美——纯洁、质朴、可爱——原生态

四、那男人

年年岁岁花相似，岁岁年年人不同。虽然湘西边城每年的端午节还是那样的热闹，但翠翠只对两年前的那个端午节非常喜欢，非常怀念，非常难忘。（老师从文中找出有关语句）„„

为什么？因为有那一个人，那一个男人——谁？（二老傩送）二老傩送诨名叫“岳云”，（P15注释、P19课文）为什么叫他岳云？（因为健壮俊美）为什么不叫他高衙内或者西门庆？

我们还是来看傩送与翠翠第一次亲密接触的内容。面对无助、焦急而又素不相识的翠翠，傩送是一问，二请，三笑。„„

一问是热情的，二请是真诚的，三笑是纯洁的 明确：壮美——热情、真诚、纯洁——原生态

五、那爱情

翠翠难忘那节、那人，更是难忘那情，那爱情。但是父母之命，媒妁之言，在中国传统社会里，不能不遵守，更何况是年轻、美丽、纯洁、质朴的翠翠呢。又因为翠翠母亲的不幸，所以与翠翠相依为命的外祖父，即文中的爷爷，对翠翠的婚姻大事不能不慎重和操心。那么对翠翠的爱情选择，翠翠爷爷的态度究竟怎样呢？（分角色读P22）„„

1、有没有父母之命，媒妁之言？

2、有没有功利附属？

3、两年来，翠翠有没有移情别念？

明确：难忘——自然、纯洁、真诚——原生态

六、主题

那端午、那女人、那男人、那爱情是原生态的，还有那祖父、那渡船、那黄狗、那山民、那白塔、那吊脚楼等等也都是原生态的，这原生态的文学形象有何意义呢？

我们可以参考两段沈从文对自己创作的论述的文字：

一九三四年的冬天，我因事从北平回湘西由沅水坐船上行，转到家乡凤凰县。去乡已经十八年，一入辰河流域，什么都不同了。表面上看来，事事物物自然都有了极大的进步，试仔细注意注意，便见出在变 化中的堕落趋势。最明显的事，即农村社会所保有的那点正直朴素的人情美，几乎快要消失无余，代替而来的却是近二十年来实际社会培养成功的一点惟利的人生观。（《长河·题记》沈从文·1943）

这世界上或有想在沙基或水面上建造崇楼杰阁的人，那可不是我，我只想造希腊小庙。选山地作基础，用坚硬石头堆砌它。精致、结实，匀称，形体虽小而不纤巧，是我理想的建筑，这神庙里供奉的是“人性”。„„ 我要表现的本是一种“人生的形式”，一种“优美、健康而又不悖乎人性的人生形式 ”。（《从文小说习作选·代序》沈从文·1936）

3.《边城》教案(高二必修五) 篇三

1.Talk about science fiction.

2.Learn to express beliefs and doubts.

3.Learn about Word Formation2.

4.Practise creative writing.

The First Period Warming up& Listening& Speaking

Teaching Aims:

1.Learn about some scientific facts by doing a small science quiz.

2.Train the students’ listening ability.

3.Develop the students’ speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.

Teaching Important Points:

1.Train the students’ listening ability.

2.Master the useful expressions for beliefs and doubts.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to finish the task of speaking.

Teaching Methods:

1.Free talk to arouse the students’ interest in science fiction.

2.Listening-and-answering activity to help the students go through the listening material.

3.Discussion to make the students finish the task of speaking.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings Greet the whole class as usual.

Step Ⅱ Free-talk and Lead-in

T: Do you like reading novels?

Ss: Yes.

T: What kind of novel do you like best?

S1: I like reading detective novels.

T: Why do you like novels of this kind?

S1: Because this kind of novel is full of suspension and the end of it is often surprising.

T: Very good. Does anyone have a different opinion?

S2:I enjoy reading about science fiction.

T: Tell us why, please.

S2:Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination.

T:A good job. Sit down, please. Today we’re going to talk about science fiction.

(Bb: Unit 12 Fact and fantasy)

Step Ⅲ Warming up

T:OK. Now, look at the covers of the two books written by Jules Verne.(The multimedia shows the two books.)

T: Have you read them?

(Some say “Yes”,while some say “No”.Teacher asks two students who say “Yes” to stand up and say something they know about the books.)

S3:I have read the book “20 000 Leagues under the sea”.It mainly tells us a story in which Dr Aronnax, his servant and a Canadian whale hunter were kept as prisoners by Captain Nemo and then went on a voyage across the oceans by the Nautilus.

S4:The book “Journey to the Centre of the Earth” describes what two men experienced after entering the centre of the earth through a chimney in an extinct volcano, which lies in Ireland.

T: You’re wonderful! Have you read any of his books besides these two books? What are they about?

S5:I have heard of his book “Around the World in 80 Days”,but I haven’t read it. So I don’t know what it is about.

T: It doesn’t matter. If you’re interested in it, you can go to the library or surf the Internet to read it after class. Jules Verne lived between 1828 and 1905,so there were many scientific facts that he didn’t know or guess. Do you know the following facts? Now,let’s have a quiz to see if you know any better.

(Teacher uses the multimedia to show the following.)

1.What is the highest mountain on earth and how high it is?

2.What is the deepest point in the ocean and where is it?

3.Which is the longest river on earth and how long is it?

4.What is the distance from the earth to the moon? 5.How far is it to the centre of the earth?

6.How high are the temperatures near the centre of the earth?

7.What is the longest distance around the world?

8.How fast does a balloon travel?How about an aeroplane?How about a space shuttle?

T: Now, I’ll give you five minutes to write your answers on a piece of paper. After a while, you can check your answers with the screen and tell me how many points you get.(Five minutes later)Time is up. Have you finished?

Ss: Yes.

T: Now check your answers. (Show the answers on the screen.)

Step Ⅳ Listening

T: So much for Warming up. Now, let’s do some listening. Look at the listening part on Page 9.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that?

Ss: Yes.

T: Now, let’s listen to the tape carefully and finish the task.

(Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.)

T: OK. Let’s go on with the listening practice. Listen to the tape again and then finish Exercise 2.Before listening to the tape, you need to go through the questions and know what to do.(After a little while.)Are you ready?

Ss: Yes.

(Teacher begins to play the tape for the second time. During this time, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class.)

T: Now, write down five possible questions that other people may later ask Sam, Betty and Karen. First discuss in pairs and then write down your answers when you’ve finished. Exchange your questions with other groups.

(Students do as the teacher says.)

Step Ⅴ Speaking

T: As we know, science fiction is often about things we believe may be possible in the far future, maybe a hundred years later. For example, space travel may be possible in the near future. Because Yang Liwei went on a 17-hour travel to space by Shenzhou Ⅴ spaceship last year. But sometimes people doubt whether science fiction may come true. Do you agree with me?

Ss: Yes.

T: Now, open your books and turn to Page 10.Let’s look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you’re making the dialogue, you can use the expressions on the blackboard. (Teacher writes the following on the blackboard.)

I believe… I suppose… I doubt…

I’m(not) certain… I can’t imagine… It could be…but…

It’s likely… It would like… I’m sure that…

T :Now, look at the blackboard. The useful expressions are used to express beliefs and doubts. They’re helpful for you to create the dialogues. I’ll give you a few minutes to do them. After a while, I will ask some groups to act out your dialogues. Each group should choose a topic you’re interested in. Is that clear?

Ss: Yes.

T: OK. You can begin.

(Teacher goes among the students while they’re making their dialogues. It necessary, teacher may give them some advice.)

T:(A few minutes later) Are you ready?

Ss: Yes.

T: OK. Which group would like to act out your dialogue?

(Two students stand up and act out their dialogue before the class.)

T: Thank you for your good performance. Please go back to your seats. Which group has made a different dialogue?

(Another two students stand up and their topic is about life in 3098.)

(Teacher at least asks four groups to act out their dialogues before the class, and their topics should be different from each other’s.)

Step Ⅵ Summary and Homework

T: In this class, we’ve talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we’ve learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you’ve said in class, make a dialogue using the useful expressions on the blackboard. At last, don’t forget to prepare for the next period. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

The Second Period Reading

Teaching Aims:

1.Learn and master the useful words and phrases.

2.Train the students’ reading ability.

3.Let the students learn about the French writer Jules Verne and his two famous science fictions.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the useful phrases.

Teaching Difficult Points:

1.How to make the students understand the passage better.

2.How to help the students finish all the exercises in Post-reading.

Teaching Methods:

1.Discussion before reading to make students learn more about some scientific facts.

2.Fast-reading method to get the general idea of the passage.

3.Careful-reading method to get the detailed information in the text.

4.Discussion after reading to help the students finish the tasks in Post-reading.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

StepⅠ Lead-in and Pre-reading

T: Yesterday we talked about science fiction and also had a scientific test. By doing the exercises, we learnt some scientific facts. Today, let’s continue to learn more about scientific facts. Look at the pictures on the screen.

(Show the following pictures on the multimedia.)

T: Here are three great inventions. Who can say when the inventions in the pictures were made?

S1:Electric railway was invented in the early years of the 20th century.

S2:Thomas Edison invented the light bulb in 1879.

S3:Steam-powered boat was made in 1807.

T: You’re quite right

StepⅡReading

T: Yesterday, we talked about a famous writer, who is known for science fiction. Who is he?

Ss: Jules Verne.

T: Good. Do you remember the books written by him and talked about by us in the last period?

Ss: Yes.(Students say out the titles of the books together.)

T: Very good. Open your books and turn to Page 12.Let’s look at the reading passage. Before you read it, write down eight key words that you expect to find in the reading passage .Is that clear?

Ss: Yes.

(Students begin to write eight key words. After they finish, teacher says the following.)

T: Now, read the passage quickly to check whether the words you’ve written are all in the passage.

(Students begin to read the passage and then check their words. As answers are various, teacher may just check two or three students individually.)

T: Well, re-read the passage carefully to further understand it. Then answer the questions on the screen.

(Show the following on the multimedia.)

1.To make a living, what did Jules Verne have to do?

2.What will many of the instruments in his novels remind the readers of?

3.How did Verne lay the foundation of modern science fiction?

4.In his novel “20 000 Leagues Under the Sea”,what kind of person is Captain Nemo?

5.How does the story “Journey to the Centre of the Earth” begin and end up?

(A few minutes later, teacher asks some of them to answer the questions one by one.)

Suggested answers:

1.To make a living, Jules Verne had to write and sell stories.

2.They will remind the readers of Dr Benjamin Franklin’s experiment with electricity.

3.By taking the scientific developments of his day one step further.

4.He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.

5.The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature.

Step Ⅲ Language Points

T: Now, you’re familiar with the passage. But I think the following on the screen should also be paid attention to.

(Show the following on the multimedia.)

1.make a living(=earn one’s living)

e.g. She made a living by singing in a nightclub.

2.lay the foundation of

e.g. Four-year college life laid solid foundations of his career.

3.come true

e.g. The boy’s wish to become a PLA man has come true.

4.set out

e.g. They set out to look for the lost child.

5.turn out(to be)+adj./n.

e.g. The weather man said it was going to rain this afternoon but it turned out to be very lovely.

To everyone’s surprise, the fashionable girl turned out to be a thief.

6.defend…against/from

e.g. We should defend our country against attacks.

7.be dressed in

e.g. The girl was always dressed in red.

Dressed in uniform, he looks handsome.

Step Ⅳ Post-reading

T: Now, read the passage again. Then finish Exercise 2 in Post-reading on Page 13.

(After a while, teacher checks their answers with the whole class.)

Suggested answers:

2.During the time they do all they can to continue to live…

3.They realize that they come to the surface of the monster

4.his long-term guests

T: Well. Now, please look at Exercise 4.In Jules Verne’s times, the knowledge about the earth was very limited, and many scientific facts couldn’t be explained by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion.

(After a while, teacher checks their answers. Students may have various answers.)

T: OK. Let’s go on with the exercises in Post-reading. Under water travel and space travel have many things in common. Do you know the differences and similarities between them? Work in groups of four to finish the chart of Exercise 3.

Suggested answers:

Differences SUBMARINE SPACESHIP

Speed slow fast

Landscape under water landscape space landscape

Number for people a lot of people a few people

Food common food special space food

Clothes diving suits space suits

Similarities Demand for skills is high.

They’re both exciting.

Tourists must be trained by experts.

They’re expensive.

T: Well done! If you were going to climb down into a very deep cave, which tools and things would you bring? What would be the most important dangers and things that could happen? Work in groups of five to discuss the questions and then finish the chart in Exercise 5.Is that clear?

Ss: Yes.

T: OK. You can begin.

(Teacher gives them a few minutes. Teacher joins them in the discussion and gives some advice if necessary.)

Suggested answers:

Preparation: Tools and things to bring Risks: Dangerous and things that could happen

food, water, warm clothes, ropes, matches, a knife, a chisel, some medicines losing one’s way falling into a hole being injured

Step Ⅴ Summary and Homework

T: In this period, we’ve read a passage about Jules Verne. By reading, we’ve learnt more about Jules Verne and his two novels. We’ve also learnt some useful expressions and done some concerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. At last, preview the third period-Language Study. Class is over.

The Third Period Grammar

Teaching Aims:

1.Review the new words appearing in the last periods.

2.Learn to use the rules of word formation to guess the meaning of the word.

Teaching Important Points:

1.Learn to choose proper words according to the contexts of the given passage.

2.Learn to guess the meaning of the words by the meaning of some stems and affixes.

Teaching Difficult Points:

1.Master the meanings of the following stems and affixes:

mis-=wrong extra-=outside inter-=between sub-=under

under-=below over-=too much dis-=not -marine=sea

2.How to guess the meanings of the words according to these stems and affixes.

Teaching Methods:

1.Review method to consolidate what we’ve learnt.

2.Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they’ve learnt.

3.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In the last period we learnt a passage about a French famous writer Jules Verne. Now, who’d like to retell the text? (One student stands up and retells the text in his own words.)

T: Very good. It seems that you’ve read the passage again and again.

Step Ⅲ Word Study

T: In the last period, we learnt some new words. Now, let’s review them. Take a piece of paper and write down the words and phrases when I read them in Chinese. Are you ready?

Ss: Yes.

T: OK. Let’s begin.

(Teacher says the following words in Chinese and students write them down in English: collision, permanent, voyage, escape, on board, fiction, fantasy)

T: If you’ve written them down, make a short sentence using every word. After a while, I’ll ask some of you to read out your sentences.(A few minutes later)Have you finished?

Ss: Yes.

T: OK. Who’d like to make a sentence using the first word “collision”?

S1:The plane crashed after a collision with a tall building, killing all the passengers on board.

T: Very good. Next word “permanent”.Who will try?

S2:Love is a permanent topic for us all.

S3:Next month, he is going to go on a voyage across the English Channel.

S4:A thief robbed the young lady of her handbag and escaped.

S5:All passengers on board are not from the same country.

S6:He is fond of science fiction.

S7:Not all fantasy can be realized in the future.

T: Well done. Your sentences are very good. Now, please turn to Page 14 and finish the exercises in Word Study. First do it by yourself. Then check your answers in pairs. Finally I’ll check your answers.

Step Ⅳ Word Formation

T: As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary. Please look at the screen.

(Teacher shows the following on the screen.)

rewrite,unhappy,disappear,impossible,invisible,non-smoker,supermarket,worker,illness,movement,useful,action,cooperate,cloudy,musical

mis-=wrong

extra-=outside

inter-=between

sub-=under

under-=below

over-=too much

dis-=not

-marine=sea

T: Please look at the screen. Study the meanings of these stems and affixes in pairs and then try to give some examples with the stems and affixes.(A few minutes later)Are you ready? (Ss: Yes.) Now, I’ll ask some students to read out the words they’ve written. Any volunteer?

S: Misconduct, extraordinary, international, subsoil, underground, overcharge, disagree…

(Teacher writes these words on the blackboard.)

T: Terrific! Now, let’s do an exercise. Open your books and turn to Page 12.Look at Word Study, Exercise 1.Match the words and the correct definitions. I’ll give you two minutes to do it, and then I’ll check your answers.

T: You’re right. Now, let’s go on with Exercise 2.Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese. First do it by yourself, and then check your answers with your partner. Finally, I’ll ask some of you to finish the exercise.

Step Ⅴ Consolidation

T: Look at the screen, please.(Teacher shows the following on the screen.)

Add a proper affix to each of the following words to form another word.

1.______curricular 2.______ dependent 3.______patient

4.______stop 5.______judge 6.______tired

7.______heading 8.______clothing 9.______advantage

Suggested answers:

1.extra- 2.in- 3.im- 4.non- 5.mis- 6.over- 7.sub- 8.under- 9.dis-

Step Ⅵ Summary and Homework

T: In this class, we’ve reviewed some new words appearing in the unit by doing exercises. We’ve also learnt some rules of word formation. By doing so, we can guess the meanings of some words without looking them up in the dictionary. After class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. Besides, don’t forget to prepare for the next period. Time is up. That’s all for today. See you next time.

Ss: See you next time.

The Fourth Period Integrating Skills

Teaching Aims:

1.Review the useful expressions learnt in this unit.

2.Review some word formation.

3.Train the students’ writing ability by practising creative writing.

Teaching Important Points:

1.Consolidate word formation learnt yesterday.

2.Help the students finish the creative writing.

Teaching Difficult Points:

1.How to help the students practise creative writing.

2.How to improve the students’ reading ability.

Teaching Methods:

1.Revision method to help the students consolidate the useful expressions.

2.Question-and-answer activity to help the students understand the reading passage better.

3.Discussion method to help the students finish the task of writing.

4.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In the last period, we’ve learned some rules of word formation. Do you think knowledge of word formation can help us learn new words? Why?

S1:Yes.Because many English words are formed by adding affixes. So long as you know the meanings of some affixes, and word parts, you will guess the meanings of some new words without looking them up in a dictionary.

T: Quite right. Sit down, please. Now, let’s do an exercise to consolidate it. Please look at the screen, and then fill in the blanks.

(Teacher shows the following on the screen.)

1.submarine=______+______

2.disappear=______+______

3.overturn=______+______

4.Internet=______+______

5.underwater=______+______

6.prisoner=______+______

(After a while, teacher asks one student to do the exercise. Then teacher shows the answers on the screen.)

T: Good. Tell me the Chinese meaning of each word, and point out what the suffixes mean.

Suggested answers:

1.潜水艇 sub+ marine sub-=under

2.消失 dis+ appear dis-=not

3.打翻 over+ turn over-=too much

4.因特网 Inter+ net inter-=between

5.在水下的 under+ water under-=below

6.囚犯 prison+er -er=person who carries out the action of the verb

Step Ⅲ Reading

T: In the last two periods, we have learnt much about science fiction and known more about Jules Verne, the father of science fiction, who wrote many famous science fiction, such as 20 000 Leagues Under the Sea, Around the World in 80 Days, Journey to the Centre of the World…He combined fact with fantasy cleverly. Now, we’re going to read another passage about science fiction, whose title is the Story of Dr Frankenstein. Open your books and turn to Page 15.Read the passage quickly and then answer some questions on the screen.

(Show the following on the screen.)

1.What did Dr Frankenstein want to do when he was young?

2.After he was sent to university, what did he think of the things taught at university?

3.What attracted his attention?

4.Did he discover the cause of life?

5.Although he knew how to create life, what remained a difficult work for him?

6.Why did he decide to create a larger human being than man about eight feet in height?

(Teacher gives them five minutes to read them. After that, check their answers.)

Suggested answers:

1.He wanted to learn the secrets of heaven and earth when he was young.

2.He found all that was taught at university very disappointing and decided to pioneer a new way himself.

3.The structure of the human body and any animal that was alive attracted his attention.

4.Yes.

5.How to prepare a body for it with all its muscles and organs still remained a difficult job for him.

6.Because the small size of the parts slowed down his speed.

T:Now,let’s do an exercise.(Teacher shows the following on the screen.)

1.The boy ______ becoming a pilot.

2.______ before you reach the crossroads.

3.He shouted to ______.

4.The fire ______.

5.Can you ______ the problem?

6.He ______ meat with a sharp knife.

7.Her skin is ______.

T:Fill in the blanks using the proper phrases on the blackboard.

Suggested answers:

1.dreams of 2.Slow down 3.draw people’s attention 4.burn not

5.throw any light on 6.cut up 7.as white as snow

Step Ⅳ Listening and Reading Aloud

T: Now, let’s listen to the tape. First listen and repeat. Then read the passage aloud by yourselves. Pay attention to your pronunciation.

(Teacher plays the tape for the students to listen and follow. Then give them a few minutes to read. After that, ask some students to read the passage and correct the mistakes in pronunciation.)

Step Ⅴ Designing and Writing

T: We have read a passage about Dr Frankenstein, which tells us how Dr Frankenstein created a human being like us. In fact, one of man’s greatest dreams has always been to create life, especially a life form that looks like us: to create a man. Now, look at the screen. Please discuss them in groups of four.

(Teacher shows the following on the multimedia.)

1.How does your doctor create a life form that looks like a human being?

2.Describe your doctor’s efforts to do that.

3.Creat a word web of nouns, verbs and adjectives for the story. Add all the words you need.

(Teacher goes among the students to help them finish the word web.)

Suggested answers:

1.My doctor uses high technological skills to create a life form that looks like a human being, who has the advantages of human beings and animals, and at the same time has the features of advanced computers. It is a superman.

2.My doctor takes the following steps to create the human:

First, choose the cells of human body and fur and features of animals as materials.

Second, use the test tube and medicine to cultivate cells in the lab.

Third, on the one hand, arm the man-made human with culture and thought; n the other hand, put the machine which has the functions of storage, code, language…in the body of him.

Fourth, a superman is born.

3.T: OK. Your imagination is very good. Now, write a short story about how your doctor would create a human being according to what you’ve discussed. Before writing, read the tips for writing on Page 16.They will give you some help.

(The teacher gives the students enough time to finish the task and asks some of them to read their creative writing to the whole class.)

The Fifth Period Word Formation

Teaching Aims:

1.Review all the methods of word formation the students have learned and summarize them.

2.Do some exercises to enable the students to master what they’ve learnt.

Teaching Important Point:

How to enable the students to apply what they’ve learned about word formation to help them in reading comprehension.

Teaching Difficult Point:

How to apply what they’ve learned about word formation to guess the meaning of an unknown word.

Teaching Methods:

1.Explanation to make the students understand what they’ve learned clearly.

2.Practice to enable the students to master what they’ve learned.

3.Pair work or group work to make every student active in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

Greet the whole class as usual.

(Teacher asks one of the students to read his homework and then asks some other students to check it. Then teacher discusses some of the answers with the students and corrects the mistakes the students made in their homework if there are any. At the same time teacher gives some explanation if necessary.)

Step Ⅱ Lead-in and Discussion

T:(Teacher shows the following on the screen.)Let’s do an exercise now. Look at the sentences on the screen. Please fill in the blank of each sentence with a suitable word according to the word given in the bracket.

Complete the following sentences:

1.These gold rings are ______ while those glass ones are ______(value).

2.We all like the report given by the famous scientist yesterday. It is ______(encourage).

3.Mary’s daughter is old enough to ______ and ______ herself.(dress)

4.We were on duty yesterday. But after school we couldn’t find Jack. Tom said that he was ______(self) and must go home.

5.______(self) is a virtue of the Chinese people.

6.He lost his keys. He is ______.I’m sure he will be ______ with everything from now on.(care)

7.At the beginning the Blacks in the US had no right to vote. It was ______(fair).

8.That plan was a waste of money. We ______(agree) with it.

(Teacher goes into the students and has a discussion with them. After a few minutes.)

T: Have you finished?(Ss: Yes.)Now give us your answers please. Volunteer! One student, one answer.

S1:In the first sentence, we should fill “valuable and valueless” in the blanks according to the meaning of the sentence. Am I right?

Ss: Yes, you are right.

S2:The second answer is “encouraging”,I think.

S3:I’ll try the third sentence. I think “dress” and “undress” should be filled in.

S4:The fourth. It is the word “selfishness” that is suitable for this sentence. Am I right?

S5:I can’t agree with you. Here an adjective is needed.“Selfish” is right in this sentence, I believe.

T: Which is right,S4or S5?

S6:I think S5 is right. A word ending with “-ness” is a noun, not an adjective.

T: Is he right?

Ss: Yes, he is right.

T: Please go on!

…

Suggested answers:

5.Unselfishness

6.careless;careful

7.unfair

8.disagreed

Step Ⅲ Further Discussion

T: Do you like the exercise?(Ss: Yes.)Just now we reviewed a method of word formation. I’m glad you like it. There are four methods of word formation. The first is Clipping or Shortening. For example, telephone→phone; examination→exam; refrigerator→fridge; television→TV; the Chinese Communist Party→CCP etc. Who can give us some other examples?

S7:aeroplane→plane; bicycle→bike; mathematics→maths; very important person→VIP; the United States of America→the US.

S8:photograph→photo; laboratory→lab;October→Oct.; November→Nov.; United Nations→UN

T: So much for this. Now I’ll tell you that the second method of word formation is common.It is conversion.(Show the following on the screen.)Look at the sentences on the screen.Who can tell us the difference between the underlined words in each group of sentences?

Compare the following sentences:

1.a.It has not much taste.

b. The bread tastes delicious.

2.a.They had a quarrel yesterday.

b. They quarrelled for half an hour last night.

3.a.I’ve got an interview with National Chemicals.

b. We interviewed 20 people for the job.

S9:In each group of the sentences, the words underlined belong to the different part of speech. The word in the first sentence is a noun while the other is a verb.

T: That’s right. This method of word formation, Conversion, is to use a form that represents one part of speech as another part of speech without changing the form of the word. The process of creating new words without adding any affixes is also called zero-derivation

Step Ⅴ Test

T: Now let’s have a test.(Show the following on the screen.)Please write your answers on a piece of paper. A few minutes later, we’ll check the answers.

Can you tell us the meaning of the underlined word in each sentence?T ry to guess them.

1.The hall can seat a thousand people.

2.The train slowed down.

3.They helped us bridge over the difficulties.

4.We must better the life of the people.

5.His holiday was ruined by a series of misadventures.

6.There is often subzero temperature in winter here.

7.I disbelieve every word Tom says.

8.He is extra-thin.

9.The article has a subtitle.

Suggested answers:

1.坐 2.慢了下来

2.度过 4.改善

5.不幸事件 6.零度以下

7.不相信 8.相当瘦

9.小标题

Step Ⅵ Summary and Homework

T: In this class we’ve reviewed the four methods of word formation and some useful affixes…(Teacher writes all of these on the blackboard.)To master some knowledge of word formation is very important. It can not only help to improve our ability to read English articles but also help us remember new words. I say, it is a useful tool in helping us study English. Let’s work hard at it. Today’s homework: Collect as many prefixes as you can and divide them into groups according to their meanings. So much for this class. Good-bye!

Ss: Good-bye!

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

4.《边城》教案(高二必修五) 篇四

一导入课文一年四季中春天是美的春光灿烂艳丽动人夏天也是美的热情奔放令人回味无穷那么秋天呢更是令人难忘的在中国的诗句中颂赞秋的文字特别的多我们一起来回忆一下有哪些诗句是描写秋的比如杜牧的《山行》远上寒山石径斜白云生处有人家停车座爱枫林晚霜叶红于二月花再比如马致远的《秋思》当然还远不止这些大家一起看屏幕这些都是描写秋的佳句大家一起来读一读

同样是描写秋天的却呈现出了不同的特征讨论一下不同在什么地方

左边的诗句描写的秋天的哪些景象枫叶排云直上蓝天的鹤这些景物充满了生计和活力右边的诗句描写的秋天景物凋零一片萧条的景象同样是写秋天的却体现出了不同的美那么宋代文坛领袖欧阳修又是怎样来写秋天的呢

二自由朗读课文

下面我们先从头至尾把文章朗读一遍注意读准字音读顺句子同时思考一下文章哪些自然段是直接描写秋天的

三研读课文1-2小节

先一起回答哪些自然段是直接描写秋天的 1-2 第一自然段是描写的什么秋声 先一起把这一段齐读一遍

找找看在这一段中哪些词是描写秋天的 谁给我解释一下如赴敌之兵 这些词写出了秋声的什么特点用自己的语言来概括

再把这些句子读一读看看作者是用哪些方法来写出秋声的这些特点的

比喻 本体是秋声喻体是

如果说第一段是写的秋之声那么第二段写的又是什么呢讨论一下如何来概括这一段的主要内容

这一段从表达方法上看又可分为两部分哪两部分 从秋之为状---余烈是描写后面是议论

从字面上看第一部分是写秋之状怎样来写秋之状的呢色 容 气 意

这四个字里面又体现了一个怎样的过程 秋之意是什么神韵 由形到神的过程

读到这里我们可以理解为这是在写秋之状接下去作者写道故其为声 我们先来翻译一下

可见作者写秋状其实是为了写秋声的由来写出了秋声什么样的特点悲

下面把摧败 翻译一下 注意气应该怎么理解----肃杀 古代杀人犯处斩大都放在秋季称之为秋后处斩如果说第二段前半部分是在写秋之状那么后半部分就是在议秋之心突出秋心的肃杀

再一起把第二段朗读一遍

小结第一段写秋之声突出其悲的特点第二段写秋之声交代悲切的原因后半部分议秋之心突出肃杀之气 那么第三段写的又是什么呢 朗读下面听我把这一段翻译一遍

先看

写的是什么--议人生 发表了作

者

怎

样的人生感叹

感叹为追逐一时的功名而落得心力交瘁华发早生联系一下欧阳修的生平

从百忧--------星星再齐读一遍 板书

角 度 特 征 主观感受 秋 声 淅沥萧飒 如风雨骤

奔腾砰湃 如波涛夜惊 鏦鏦铮铮 如军队夜行 凄切悲凉 秋 状 惨淡 清明 栗冽 萧条 丰草色变 佳树叶脱 肃杀寂寥

对于自然之秋的这种肃杀之气古人也有种种说法如《礼记》天地严凝之气始于西南而盛于西北此天地之尊严气也此天地之义气也 称秋气为义气《礼记》云孟秋之月征不义戮有罪严断刑天地始肃可见在古人心目中早已把秋与杀戮紧紧联系在了一起所以在接下来的内容中作者又列举了哪些跟秋有关的例子

秋 义 刑官 兵象 阴阳五行

五声六律 肃杀寂寥 六 研读课文第三小节 面对充满肃杀之气的自然之秋作者又会产生怎样的人生感悟呢下面我们一起来齐读文章第三小节

对于这篇文章的主题有两种不同的看法一种认为这是一篇典型的悲秋之作如中国古代文学作品选所说的这是一篇以悲秋为主题的赋体散文抒发了作者在政治上不能有所作为的郁闷心情另一种认为同以往的许多悲秋之作相比本文既无失意的惆怅又无身世的感伤体现了作者豁达超然的情怀

你认为哪一种观点能够成立也可以结合我们以前学过的欧阳修的作品来谈一谈讨论三分钟然后告诉我你的观点和理由

刚才同学们各抒己见谈得都非常好那么大家想不想听听我的看法呢

我从这篇文章中读到的是欧阳修的一种超然情怀但这种超然不同于那种从容地面对现实襟怀旷达的人生态度而是历尽沧桑之后的一种透悟一种淡泊的心境为什么这么说呢下面我们不妨来了解一下欧阳修的生平

投影欧阳修为人刚正敢于直言但他的一生历尽艰辛宦海升沉20多年29岁因支持范仲淹的政治改革主张被贬夷陵39岁再度因参与庆历新政被贬滁州48岁那一年又被宦官诬陷几乎出知同州他本来体弱多病40岁就白发萧疏了虽然自至和元年开始结束贬谪外放的生活重新获得朝廷重用官职也一路升迁但长年的政治斗争使他感到心力交瘁所以在这篇53岁时写成的《秋声赋》流露出了这种希望与世无争修身养性的思想

《秋声赋》作于嘉佑四年 1059 欧阳修时年53岁是他继《醉翁亭记》后的又一名篇它骈散结合铺陈渲染词采讲究是宋代文赋的典范

文章第一段写作者夜读时听到秋声从而展开了对秋声的描绘文章开头作者简捷直人地描画了一幅生动的图景欧阳修晚上正在读书被一种奇特的声音所搅动这简捷的开头实际上并不简单灯下夜读是一幅静态的图画也可以说作者正处于一处凝神的状态中声音的出现是以动破静引起了作者的注意不禁去倾听它同时也就惹动了文思这样由伏到起在动静的对比中文势便蓄成了有了这种文势下面的文章便仿佛是泉水涌出自然流泻接下来是作者对秋声一连串的比喻把难以捉摸的东西变得具体可感作者通过由初到忽再到触于物写出了由远而近由小到大凭虚而来的撞击物体的秋声夜至的动态过程突出了秋声变化的急剧和来势的猛烈这也就回答了作者闻声惊惧和感叹的原因

第二段是对秋声的描绘和对秋气的议论首先作者概括了平日观察所得运用骈偶句式和铺张渲染的赋的传统手法抓住烟云天日寒气山川等景物分别就秋的色容气意描绘出了秋状的四幅具有不同特征的鲜明图画而对秋状的描绘正是为了烘托秋声的凄凄切切呼号愤发然后是对秋气的议论丰草四句作者把草木在夏天和秋季作对比通过对比指出草木之所以摧败零落是秋气施加强大威力的结果在此基础上议论又进一步展开夫秋刑官也到这一段结束作者吸收前人种种说法又运用骈偶句把秋与官制阴阳五行音律等配属起来甚至用伤解释商用戮解释夷极力铺张突出秋对万物的强大摧残力量说明万物盛衰的自然之理这是宇宙生成的哲学思考写出了秋声中永恒的悲伤为下文进入本文主题起了铺垫作用

第三段是全文的题旨所在作者由感慨自然而叹人生百感交集黯然神伤这一段作者在极力渲染秋气对自然界植物摧残的基础上着力指出对于人来说人事忧劳的伤害比秋气对植物的摧残更为严重

第四段是全篇的结束作者从这些沉思冥想中清醒过来重新面对静夜只有秋虫和呜衬托着作者悲凉的心境结尾处秋虫的和鸣更衬出作者的感慨与孤独戛然而止的结尾给文章增添了不少的感染力在秋虫唧唧中读者似乎也要同声一叹j 欧阳修在宋仁宗嘉佑占四年 1059 春天辞去开封府尹的职务专心著述这时的欧阳修在政治上早已经历了多次贬官对政治和社会时局心

情

郁

结

对

人生短暂大化无情感伤于怀正处于不知如何作为的苦闷时期在《秋声赋》中作者以无形的秋声作为描写和议论的对象采用赋的形式抒写秋感极尽渲染铺陈之能事实际上融人了作者对宦海沉浮人生苦短深沉的感慨 《秋声赋》写秋以立意新颖著称从题材上讲悲秋是中国古典文学的永恒题材但欧阳修选择了新的角度人手虽然承袭了写秋天肃杀萧条的传统但却烘托出人事忧劳更甚于秋的肃杀这一主题这就使文章在立意上有所创新

更应该提到的应是《秋声赋》在文体上的贡献注重骈偶铺排以及声律的赋到了宋代以后由于内容的空乏和形式上的矫揉造作已经走向没落欧阳修深明其中之弊当他的散文革新取得了成功之后回过头来又为赋体打开了一条新的出路即赋的散文化使赋的形式活泼起来既部分保留了骈赋律赋的铺陈排比骈词俪句及设为问答的形式特征又呈现出活泼流动的散体倾向且增加了赋体的抒情意味这些特点也使《秋声赋》在散文发展史上占有了一席很重要的地位

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